The dialectic method proposes a two-way teaching (teacher-student) that causes learning through ongoing task of the subjects. For this, the teacher assumes the role of mediator and directs several activities. In line with the above, Exercise Physiology is an academically oriented discipline undergoing in a dynamic environment, and the use of different teaching strategies is needed to optimize the appropriation of knowledge in an active way and contribute to the greater autonomy of university students. Therefore, the aim of this study was apply different strategies in the course entitled "Physiology of the Motor Activity I" at School of Physical Education and Sport of University of Sao Paulo and assess a correlation between students participation and students performance. We used teaching strategies such as exposition and dialogue classes, practical classes, conversations with experts, directed study, study of scientific texts, concept mapping, case study and study of the environment in order to optimize the appropriation of the concepts of exercise physiology with emphasis on neuromuscular and cardiovascular physiology exercise. Our main findings show significant and positive correlations between the presence in classes and the performance evaluations (p < 0.0001, r = 0.84) as well as between the tasks proposed and the performance evaluations (p < 0.0001; r = 0.69). Altogether, these data suggest that using different teaching strategies based on the dialectic method associated with the participation of students is essential for a good academic performance in Exercise Physiology.
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机译：辩证法提出了一种双向教学（师生），该教学通过科目的正在进行的学习来进行学习。为此，老师承担调解员的角色并指导多项活动。综上所述，运动生理学是一门在动态环境中进行的面向学术的学科，需要采用不同的教学策略，以积极的方式优化知识分配，并为大学生的更大自主性做出贡献。因此，本研究的目的是在圣保罗大学体育与运动学院的“运动活动的生理学I”课程中采用不同的策略，并评估学生参与度与学生表现之间的相关性。我们使用了诸如演讲和对话课，实践课，与专家的对话，定向研究，科学文本研究，概念图研究，案例研究和环境研究等教学策略，以优化对运动生理学概念的重视。对神经肌肉和心血管生理的锻炼。我们的主要发现表明，班级人数与绩效评估之间存在显着正相关（p <0.0001，r = 0.84），建议的任务与绩效评估之间也存在显着正相关（p <0.0001; r = 0.69）。总之，这些数据表明，基于与学生参与相关的辩证法的不同教学策略对于运动生理学的良好学习表现至关重要。
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