scholarly journals Adaptación de los contenidos de la educación física a las actividades acuáticas en el ámbito escolar

2018 ◽  
Vol 2 (3) ◽  
pp. 37-53
Author(s):  
Luciane De Paula Borges
Keyword(s):  
Physical Education ◽  
Educational Level ◽  
Aquatic Environment ◽  
Sport Education ◽  
Education Curriculum ◽  
Educational Work ◽  
School Sport ◽  
Educación Primaria ◽  
Different Content ◽  
Current Curriculum

Antecedentes: El medio acuático puede ser un espacio de acción en el que se puede desarrollar la labor educativa y en el que proyectar buena parte de los objetivos propuestos para cada nivel educativo. El currículo actual en el contexto español (LOMCE, 2014) es abierto y flexible, pero se observan pocas adopciones de este al medio acuático.Objetivos: El objetivo del estudio ha consistido en desarrollar una propuesta de contenidos para las actividades acuáticas adaptadas al currículo de la educación física (LOMCE, 2014) para Educación Primaria en el contexto español.Método: Según la LOMCE (2014) se ha adaptado al contexto de las actividades acuáticas en currículo de educación física en Educación Primaria.Resultados: Se han estructurado los contenidos divididos en los tres saberes en los diferentes bloques de contenidos.Conclusiones: La información ofrecida en este estudio puede ser de interés para los profesionales del área de las actividades acuáticas y de la educación que quieran llevar a cabo el desarrollo de las actividades acuáticas a nivel curricular en Educación Primaria.Palabras clave: natación, currículo, escuela, deporte, educación, LOMCE. Title: Adaptation of the contents of physical education to aquatic activities in the schoolAbstractBackground: The aquatic environment can be a space of action in which the educational work can be developed and in which to project a good part of the proposed objectives for each educational level. The current curriculum in the Spanish context (LOMCE, 2014) is open and flexible, but there are few adoptions of this to the aquatic environment.Objectives: The objective of the study was to develop a content proposal for aquatic activities, adapted from the curriculum of physical education programmed by LOMCE (2014) in the Spanish context.Method: According to the LOMCE (2014) it has been adapted to the context of aquatic activities in physical education curriculum in Primary Education.Results: The contents divided into the three areas of knowledge in the different content blocks have been structured.Conclusions: The information offered in this study may be of interest to professionals in the area of aquatic activities and education who wish to carry out the development of aquatic activities at a curricular level in Primary Education.Key words: swimming, curriculum, school, sport, education, LOMCE. Titulo: Adaptação dos conteúdos da educação física às atividades aquáticas no âmbito escolarResumoContexto: Consideramos o âmbito aquático como um espaço de ação em que o trabalho educacional pode ser desenvolvido e projeta uma boa parte dos objetivos propostos para cada nível educacional, com o suporte de um currículo aberto e flexível o qual propõe a legislação atual. Imerso no campo educacional como profissionais, foi fácil verificar a ausência deatividades aquáticas nos programas de educação física, ao estudar a legislação, bem como por várias pesquisas e análises realizadas em paralelo (Albarracín et al., 1993; Albarracín, 2003a, 2003b).Objetivos: o objetivo desse estudo foi desenvolver uma proposta de conteúdo para atividades aquáticas escolares, adaptado do currículo de educação física programado pela LOMCE (2014).Método: Lei Orgânica 8/2013, de 9 de dezembro, da Melhoria da Qualidade Educacional, BOE nº 52, de 1 de março de2014.Resultados: Após as diferentes fases da análise de várias referências bibliográficas, foi dada a construção da proposta apresentada por esse estudo, tendo como referência principal a LOMCE (2014).Conclusões: As informações oferecidas neste estudo podem ser de interesse para profissionais na área de atividades aquáticas e educação. Nossa proposta é que as atividades aquáticas sejam obrigatórias no âmbito escolar e que, com isso, faça parte da programação de educação física, e contemplada na Lei de Educação.Palavras-chave: atividade aquática, currículo, método aquático compreensivo, atividades aquáticas escolares, educação, LOMCE.

scholarly journals Valoración del alumnado y profesorado del material convencional y auto-construido: estudio longitudinal de diseño cruzado en Educación Deportiva (Students and teachers assessment of conventional and self-made material: longitudinal crossover study in Phys

Retos ◽  
2016 ◽  
pp. 20-25 ◽  
Author(s):  
Antonio Méndez-Giménez ◽  
Diego Martínez de Ojeda Pérez ◽  
Juan José Valverde-Pérez
Keyword(s):  
Physical Education ◽  
Primary Education ◽  
Order Type ◽  
Study Data ◽  
The Self ◽  
Physical Education Teachers ◽  
Activity Levels ◽  
Sport Education ◽  
Quasi Experimental ◽  
Educación Primaria

 En la actualidad, el modelo de Educación Deportiva destaca entre los enfoques de enseñanza centrados en el alumnado y con mayor impacto en los profesionales de la educación física. Los beneficios de su hibridación con el enfoque basado en la autoconstrucción de materiales no han sido aún explorados ni de manera longitudinal ni en Educación Primaria. El objetivo fue conocer y comparar la valoración de los docentes y su alumnado del uso de dos tipos de material (convencional y autoconstruido) durante dos temporadas consecutivas de Educación Deportiva. Participaron un total de 51 estudiantes de 3º y 4º de educación primaria y sus dos maestros de educación física. Se realizó un diseño cruzado simple cuasi-experimental de grupos aleatorios y muestreo no probabilístico por conveniencia, en el que los dos niveles de la variable independiente (material convencional y autoconstruido) se aplicaron a los dos cursos participantes. Para la recogida de datos se utilizaron los diarios del docente así como entrevistas grupales a los estudiantes y entrevistas individuales a los docentes, antes y después de la implementación de cada unidad didáctica: ultimate e indiacas. Los datos fueron analizados por medio de comparaciones constantes. Los resultados indican un alto entusiasmo del alumnado durante ambas unidades, aunque muestran una inercia metodológica favorable al material autoconstruido según el orden del tipo de material utilizado. Además, se encontró que el material autoconstruido fomenta la actividad física extraescolar. Futuras investigaciones deberán analizar el nivel de actividad física en la educación física y en el período extraescolar dependiendo del material utilizado.Abstract. Currently, the Sport Education model stands out among the teaching approaches centered on the students and having a higher impact on the Physical Education teachers. The benefits of the hybridization based on self-made materials have not been studied either longitudinally or in Primary Education. The objective was to know and to compare the assessment of teachers and their students regarding the use of two types of materials (conventional and self-made) during two consecutive Sport Education seasons. A total of 51 students enrolled in grades 3 and 4 of Primary Education and their two Physical Education teachers took part in the experience. We used a quasi-experimental simple crossover design with randomized groups and non-probabilistic convenience sampling, in which the two levels of the independent variable (conventional and self-made materials) were applied in the two grade levels participating in the study. Data were collected by means of teacher diaries, group interviews with the students and individual interviews with the teachers, before and after implementation of each of the following didactic units: «ultimate» and «indiacas». Data collection was performed using constant comparisons. The results showed a high level of students’ enthusiasm during both didactic units, although the data analyzed indicated a methodological inertia to the self-made material, according to the order type of the used material. Besides, it was found that the self-made material encourages participation in extracurricular physical activities. Further studies are required to analyze physical activity levels in and outside the Physical Education setting as a function of the material used.

scholarly journals Physical Education Teachers’ Views about Character Education

2017 ◽  
Vol 10 (11) ◽  
pp. 86
Author(s):  
Erkut Tutkun ◽  
Ilyas Gorgut ◽  
Ibrahim Erdemir
Keyword(s):  
Physical Education ◽  
Character Education ◽  
Structured Interview ◽  
Physical Education Teachers ◽  
Education Curriculum ◽  
City Center ◽  
National Education ◽  
Individual Interviews ◽  
The Family ◽  
Current Curriculum

The purpose of this study is to find out the views of teachers of physical education about how they define character education, whether they think national education curriculum and the curriculum of private schools are suitable for character education and whether they think character education can be applied in physical education lessons. Case report design was used in this study which was prepared with qualitative research method. The sample group of the study consists of 6 physical education teachers working in 3 secondary schools and 2 high schools of Kutahya city center which were determined with easily accessible case sampling method, which is one of the purposive sampling methods. Individual interviews which lasted for an average of 15-20 minutes were conducted with physical education teachers within the context of semi-structured interview technique. The participants were informed that the interviews would be voice recorded and later their expressions would be written down to avoid data loss and after necessary permissions were taken, the interviews were recorded. Descriptive and content analysis methods were used to analyze the expressions which were converted into text. The results of the analyses showed that physical education teachers defined character education as changes that occurred in individuals’ behaviors first in the family, then at school and the education conducted to teach individuals socially accepted and correct behaviors. In addition, it was found that the teachers stated that the current curriculum of the country and also physical education curriculum were not suitable for character education; however, since it is a social lesson and since participants are continuously active and in communication, physical education lessons can be more effective than other lessons in terms of character development.

scholarly journals Los contenidos de salud en el área de educación física: Análisis del currículum vigente (HHealth contents in Physical Education: Analysis of the current curriculum)

Retos ◽  
2015 ◽  
pp. 134-140 ◽  
Author(s):  
Juan Carlos Pastor Vicedo ◽  
Pedro Gil Madrona ◽  
Alejandro Prieto Ayuso ◽  
Sixto González Víllora
Keyword(s):  
Physical Education ◽  
Elementary Education ◽  
Global Perspective ◽  
Three Dimensions ◽  
Concept Of Health ◽  
El Sistema ◽  
Legal Frameworks ◽  
Definition Of ◽  
Educación Primaria ◽  
Current Curriculum

Actualmente entendemos la salud desde una perspectiva global. Esta configuración se compone de tres dimensiones, como son la biológica, psicológica y social, quedando obsoleta la definición de salud, simplemente, como ausencia de enfermedad. Este cambio de pensamiento en el concepto de salud, ha afectado también al ámbito educativo, aunque no está tan claro que la legislación lo refleje en este sentido. El propósito del trabajo es realizar un análisis sobre los contenidos de salud desde esta perspectiva global (biológica, psicológica y social), presente en el currículo de Educación Física en la etapa de Educación Primaria, en el sistema educativo español. Para ello se han analizado y comparado los principales documentos legales educativos de referencia como son el antiguo Real Decreto 1513/2006 y el actual Real Decreto 126/2014. De la reflexión profunda de ambos documentos, se ha podido constatar, que la salud es un contenido que se encuentra y se percibe legislado en cada uno de los elementos curriculares que componen el currículo, ya sea de forma explícita, o bien, de forma implícita, y que el actual Real Decreto 126/2014 en vigor continúa la tendencia marcada por el Real Decreto 1513/2006, en el que la salud adquiere una gran importancia en el currículum siendo trabajada desde la triple dimensión que configura la perspectiva global actual del concepto de salud.Abstract. Currently, health is understood from a global perspective. This conformation consists of three dimensions: biological, psychological and social. The definition of health simply as the absence of disease is now outdated. This shift in the concept of health has also affected education, although it does not clearly appear in the law. The aim of this paper is to analyze, from a global perspective (biological, psychological and social), the inclusion of health contents in the curriculum of Physical Education in elementary education in Spain. For this purpose, we have analyzed and compared the main legal reference documents: the old Real Decreto 1513/2006 and the current Real Decreto 126/2014. The study of both documents indicates that health contents appear in each of the elements that comprise the curriculum, either explicitly or implicitly. In addition, the present Real Decreto 126/2014 continues the tendency outlined by Real Decreto 1513/2006. In both legal frameworks, health contents are a very important part of the curriculum, as they exercise the three dimensions of the current global perspective on health as a concept.

scholarly journals Sensibilización hacia la discapacidad a través de un programa integrado de Educación Deportiva y Aprendizaje-Servicio (Disability awareness through an integrated program of sport education and service-learning)

Retos ◽  
2021 ◽  
Vol 43 ◽  
pp. 477-487
Author(s):  
Jorge Abellán ◽  
Yessica Segovia ◽  
David Gutiérrez ◽  
Luis Miguel García López
Keyword(s):  
Physical Education ◽  
Service Learning ◽  
Service Providers ◽  
Sport Education ◽  
Special Educational Needs ◽  
Disability Awareness ◽  
La Red ◽  
Key Aspects ◽  
Educación Primaria ◽  
Natural Groups

  Lograr la aceptación de sus compañeros es una de las estrategias exitosas para favorecer la inclusión del alumnado con necesidades educativas especiales en el aula. La Educación Física (EF) es una de las áreas que ofrece más oportunidades de inclusión. Los objetivos de este trabajo son: (1) presentar una propuesta didáctica que tiene como meta sensibilizar hacia la discapacidad utilizando la integración del Aprendizaje-Servicio (ApS) en el modelo de Educación Deportiva (MED) mediante un deporte adaptado (voleibol sentado); (2) evaluar la percepción del profesorado participante; (3) ofrecer propuestas de mejora para futuras implementaciones. Participaron 181 estudiantes de tercer curso de Educación Secundaria (ES) (n= 80) y de quinto curso de Educación Primaria (EP) (n= 101). El programa consistió en la creación de dos redes deportivas formadas por dos grupos naturales de ES y otros dos de EP en cada una de las redes. Todos los alumnos vivenciaron en EF una temporada MED a la que se añadieron tres acciones ApS celebradas durante los recreos, siendo los alumnos de ES los emisores del servicio. La unión de los integrantes de la red se creó mediante los elementos distintivos del MED. La sensibilización se realizó a través de la simulación de la discapacidad. Los resultados mostraron una percepción positiva del profesorado, quienes destacaron, además de otros beneficios, el desarrollo de la sensibilización en el alumnado de EP y de la empatía en el de ES. Se discuten las barreras y facilitadores detectados, así como se destacan aspectos clave para potenciar los objetivos educativos.  Abstract. Achieving acceptance by peers is one of the successful strategies to stimulate the inclusion of students with special educational needs (SEN) within their class group. Physical Education is one of the areas that offers more opportunities of inclusion. The objectives of this paper are (1) present a didactic proposal that aims to raise awareness about disability through the integration of Service-Learning (S-L) in the Sport Education Model (SEM) using an adapted sport (sitting volleyball); (2) evaluate the perception of the participant teachers; (3) offer improvement proposals for future implementations. 181 students from the third year of Secondary Education (SE) (n = 80) and from the fifth year of Primary Education (PE) (n = 101) participated. The program consisted of the creation of two sports networks formed by two natural groups from SE and two from PE in each of the networks. All the students experienced a SE season at Physical Education in which three S-L actions during recesses were added, with SE students being the service providers. Network members affiliation was promoted through SE characteristics. Awareness was integrated through the simulation of physical disability. The results showed a positive perception of the teachers who highlighted, beside to other benefits, the development of awareness in PE students and of empathy in SE students. Barriers and facilitators are discussed, as well as key aspects to enhance pedagogical goals.

scholarly journals Comparison of Learning Effects of Merging TPSR Respectively with Sport Education and Traditional Teaching Model in High School Physical Education Classes

2019 ◽  
Vol 11 (7) ◽  
pp. 2057 ◽  
Author(s):  
Yi-Hsiang Pan ◽  
Chen-Hui Huang ◽  
I-Sheng Lee ◽  
Wei-Ting Hsu
Keyword(s):  
High School ◽  
Physical Education ◽  
Control Group ◽  
Teaching Model ◽  
Traditional Teaching ◽  
Sport Education ◽  
Learning Effects ◽  
Education Curriculum ◽  
High School Physical Education ◽  
Experimental Group

The purposes of the study were to examine the students’ learning effects of different physical education curriculum model, which merged Teaching Personal and Responsibility (TPSR), respectively, with the Sport Education Model (SEM) and Traditional Teaching Model (TTM) for better learning effects in high school physical education classes. A pretest-posttest quasi-experimental design was used with an experimental group (TPSR-SEM; 75 students, Mage = 16.78 ± 0.54 years) and a control group (TPSR-SEM; 58 students, Mage = 16.82 ± 0.57 years). Experimental and control group sessions spanned 32 lessons over 16 weeks. Multivariate analysis of covariance was used for statistical analysis. The findings of research showed that the TPSR-SEM experimental group could improve more learning effects than the TPSR-TTM control group in the dependent variables, including sport self-efficacy, sport passion, responsibility, and game performance. We concluded that TPSR-SEM group could improve more learning effects than the TPSR-TTM group in the cognitive, psychomotor, and affective domains for physical education courses. It is worthy to develop TPSR-SEM in the physical education curriculum.

scholarly journals УЛОГА И ЗНАЧАЈ ШКОЛСКОГ СПОРТА У ПРОЦЕСУ ВАСПИТАЊА МЛАДИХ/THE ROLE AND IMPORTANCE OF SCHOOL SPORT IN EDUCATING THE YOUNG

TEME ◽  
2017 ◽  
pp. 1291
Author(s):  
Небојша Ранђеловић ◽  
Звездан Савић
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Sport Education ◽  
Sports Clubs ◽  
Active Involvement ◽  
School Sport ◽  
Positive Attitudes ◽  
The Difference ◽  
Different Levels ◽  
Education Process

School sport and physical education are mutually linked through numerous and complex ties and complement one another in the realization of a common goal – the preservation and improvement of health through a harmonious development of the personality with the help of physical activity and exercise. Physical education enables students to acquire a physical education and to form positive attitudes towards physical activity and sport, while taking part in school sport enables them to improve their motor skills through competing at different levels, and can represent a transition towards a more active involvement in sport via sports clubs and by taking part in official sports. However, official sport has in some of its manifestations obtained a completed different form. The principles of humanity have today been marginalized within it. This is reflected in sports education as a part of school sport and leads the sport education process to irreconcilable antagonism (oppositions) which is a consequence of fanatic, political and commercialized sport.School sport or sports in schools are terms which are quite often used synonymously, and are meant to reflect the same concept. At first glance they may seem to be interchangeable, since they both contain the word school. However, they are two different terminological determinants, two closely related yet different concepts. In this paper we will, among other things, indicate the difference between these two concepts in terms of their respective senses, and the possible implications of them being used interchangeably.

scholarly journals Evaluación de una propuesta extraescolar de conductas apropiadas en educación física y deportiva (Extracurricular proposal evaluation for appropriate behaviours in physical education and sports)

Retos ◽  
2016 ◽  
pp. 36-42
Author(s):  
Pablo Diego Madrid López ◽  
Alejandro Prieto-Ayuso ◽  
Amaury Samalot-Rivera ◽  
Pedro Gil Madrona
Keyword(s):  
Physical Education ◽  
Health Education ◽  
Data Collection ◽  
Primary Education ◽  
First Grade ◽  
Sport Education ◽  
Before And After ◽  
Educación Primaria

Este trabajo pretende dar a conocer una intervención en un contexto extraescolar a través de una evaluación pre y post de una propuesta didáctica, con el propósito de favorecer las conductas apropiadas (compromiso, educación para la salud, competitividad y tolerancia) en el ámbito de la Educación Física y el deporte. La propuesta ha tenido lugar en la localidad de San Clemente (Cuenca) con un grupo de 28 alumnos y alumnas (18 niños y 10 niñas), pertenecientes a 1º de Educación Primaria, durante un periodo de tres meses. La técnica utilizada en la recogida de información ha sido la observación y el instrumento de recogida de datos una hoja de anotación sistemática elaborada al efecto sobre los hábitos y conductas apropiados en educación física y deportiva (compromiso, educación para la salud, competitividad y tolerancia). Los resultados obtenidos muestran que dichas conductas eran realizadas inicialmente en un 55,27% entre los participantes, mientras que al final se obtienen valores que reflejan un 87,8%. La conducta con un mayor incremento tanto en las niñas como en los niños ha sido la competitividad. Finalmente, se concluye la necesidad de implementar este tipo de propuestas para mejorar conductas apropiadas en la Educación Física y el Deporte.Abstract. The aim of this research is to show an extracurricular intervention through an evaluation before and after a didactic proposal, with the final objective of encouraging appropriate behaviours in Physical Education and sport settings. The proposal has been developed in San Clemente (Cuenca) with a group of 28 students, enrolled in the first grade of Primary Education. The programme has been developed during three months. The technique used for data collection was observation, and the tool was a systematic annotation form specifically designed for this purpose to record appropriate habits and behaviours in physical and sport education (engagement, health education, competitiveness and tolerance). The results show that those behaviours were developed initially by 55,27% of the participants, while by the end of the research 87,8% of the participants displayed such behaviours. The behaviour that showed the largest increase was competitiveness both in boys and girls. Finally, it is concluded that there is a need to implement this type of proposals in order to increase the occurrence of positive behaviours in physical education and sport.  

scholarly journals Competencias básicas y programación de Educación Física. Validación de un cuestionario diagnóstico (Key competences in Physical Education teaching programmes. Validation of a diagnostic questionnaire)

Retos ◽  
2015 ◽  
pp. 52-57
Author(s):  
Teresa Lleixà Arribas ◽  
Marta Capllonch Bujosa ◽  
Carles Gonzalez Arévalo
Keyword(s):  
Physical Education ◽  
Compulsory Education ◽  
Physical Education Teachers ◽  
Education Curriculum ◽  
Primary And Secondary Education ◽  
Different Dimensions ◽  
Key Competences ◽  
Specialist Teachers ◽  
Educación Primaria ◽  
University Lecturers

Este artículo describe el proceso de diseño y validación de un cuestionario para conocer el grado y forma de incorporación de las competencias básicas en las programaciones de Educación Física, por parte del profesorado especialista en el área en los niveles de Educación Primaria y Secundaria. El cuestionario, que tiene por objetivo constatar la opinión del profesorado de Educación Física sobre la integración de las competencias básicas en sus programaciones, e identificar las estrategias utilizadas para su integración en las mismas, pertenece a la fase de diagnóstico del proyecto de investigación «Las competencias básicas en una Educación Física de calidad» del plan nacional I+D+I (2008-2011). El proceso de validación sobre la claridad de los enunciados y la pertinencia a las diferentes dimensiones estudiadas, se ha llevado a cabo por un jurado de 11 expertos en la temática de competencias, todos ellos profesores universitarios. Posteriormente se ha realizado una prueba piloto para conocer su viabilidad con 21 profesores de Educación Física en ejercicio, pertenecientes a la enseñanza obligatoria. Los resultados muestran que el cuestionario es un excelente instrumento para verificar cuál es el nivel de penetración de las competencias básicas en las programaciones de Educación Física.Palabras clave. Competencias básicas, Educación Física, currículum, programación, cuestionario.Abstract. This paper describes the design and validation of a questionnaire to determine how specialist teachers incorporate key competences in physical education teaching programmes in primary and secondary education. The questionnaire accompanies the diagnostic phase of the research project «Las competencias básicas en una Educación Física de calidad» del plan nacional I+D+I (2008-2011). Its main objective is to ask physical education teachers their opinion on integrating these competences in their unit programmes and to identify the strategies they use to do this. The process of validating the clarity of the statements in the questionnaire and their relevance to the different dimensions studied was completed by a panel of eleven university lecturers who were all experts in competence-based education. After this, a pilot study was conducted to determine the viability of the questionnaire with 21 physical education teachers currently teaching in compulsory education. The results show that the questionnaire can be an excellent instrument for verifying the degree to which key competences are integrated in Spanish physical education teaching programmesKey words. Key competences, Physical Education Curriculum, teaching programmes.

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