scholarly journals TEACHING FOR UNDERSTANDING THE INTERNAL LOGIC OF SPORTS: A PERSPECTIVE BASED ON TEACHING GAMES FOR UNDERSTANDING AND MOTOR PRAXIOLOGY

2021 ◽  
Vol 27 ◽  
pp. e27079
Author(s):  
Felipe Menezes - Fagundes ◽  
João Francisco Magno Ribas ◽  
Cristòfol Salas-Santandreu ◽  
Pere Lavega-Burgués
Keyword(s):  
Teaching For Understanding ◽  
Teaching Games For Understanding ◽  
Internal Logic

Este ensaio teve por objetivo propor uma perspectiva de Ensino para Compreensão da Lógica Interna dos esportes a partir da estrutura metodológica do Teaching Games for Understanding (TGfU) e dos conhecimentos sobre lógica interna da Praxiologia Motriz. Considerando critérios específicos para revisão de literatura, foram selecionados 18 artigos que subsidiaram a discussão teórica. Foram apresentados aspectos metodológicos do TGfU e os principais conceitos da Praxiologia Motriz, que possibilitaram a articulação teórica proposta neste ensaio. Como principais contribuições da perspectiva de Ensino para Compreensão da Lógica Interna, foram estruturadas ferramentas didáticas para mediação do processo de ensino-aprendizagem a partir da relação sujeito/ambiente. Além disso, foi proposta uma sistematização metodológica para organização da prática pedagógica para desenvolvimento do Ensino para Compreensão da Lógica Interna. Por fim, contextualiza-se a necessidade de novos estudos que busquem identificar como essa perspectiva auxilia professores no processo de ensino-aprendizagem dos esportes. 

scholarly journals Adaptación práctica del enfoque Teaching Games for Understanding para la enseñanza de la vela en iniciación (A practical proposal of Teaching Games for Understanding in sailing initiation)

Retos ◽  
2019 ◽  
pp. 738-741
Author(s):  
María T. Morales-Belando ◽  
José L. Arias-Estero
Keyword(s):  
Skill Development ◽  
Practical Training ◽  
Cognitive Level ◽  
Teaching For Understanding ◽  
Teaching Games For Understanding ◽  
Traditional Sports ◽  
Practical Proposal ◽  
Context Characteristics

A pesar de las diversas publicaciones que explican teóricamente el enfoque Teaching Games for Understanding (TGfU), el docente carece de información sobre cómo implementarlo en la realidad del aula. Además, esta aplicación es mucho más compleja en actividades deportivas no tradicionales, como la vela, que también es susceptible de ser enseñada bajo el enfoque TGfU debido a la relevancia del componente táctico. El objetivo del presente trabajo fue presentar una propuesta práctica sobre la implementación del enfoque TGfU en vela. Para el diseño de las sesiones se tendrá en cuenta la alineación entre a) características del contexto de aplicación; b) contextualización de la enseñanza de cada contenido en un principio táctico; c) contenidos a enseñar diferenciando entre los tácticos y técnicos; d) número de participantes; e) espacio para la realización de cada tarea; y f) modificaciones introducidas para alcanzar el objetivo de cada sesión. Además, cada una de las sesiones se dividirá en cinco fases: “forma de regata”, “enseñanza para la comprensión”, “habilidades para el desarrollo técnico”, “vuelta a la forma de regata” y “reflexión y conclusión”. La última fase antes de la aplicación de las sesiones será el entrenamiento práctico del profesor. Con la aplicación del enfoque, se espera que los discentes obtengan mejoras a nivel cognitivo, sean más autónomos y estén más motivados por la práctica de la vela.Abstract: Despite several publications that theoretically explain Teaching Games for Understanding (TGfU), teachers do not have information about how to implement it in the class. Furthermore, its application is much more complex in non-traditional sports-games, as sailing, which could potentially be taught through TGfU due to the importance of the tactic component. The aim of the present work was to present a practical proposal upon the implementation of TGfU in sailing. In order to design the lessons, teachers should take into consideration the alignment of: a) context characteristics; b) teaching contextualization of each content under tactical principles; c) technical and tactical contents; d) number of sailors; e) practice area for each task; and f) modifications made to achieve the goal of each lesson. Beyond that, each lesson should be divided in five stages: “race form”, “teaching for understanding”, “drills for skill development”, “return to race form”, and “review and closure”. The last phase prior to the carrying out of the lessons should focus on teachers’ practical training in sailing. With the application of this approach, we hope that learners will improve at a cognitive level, in terms of autonomy and motivation.

ANALYSIS OF THE TEXT STRUCTURE AS A STAGE OF PRACTICE-ORIENTED LEARNING

2020 ◽  
Author(s):  
Ольга Александровна Морохова
Keyword(s):  
Text Structure ◽  
Rhetorical Structure ◽  
Internal Logic ◽  
Non Fiction ◽  
Initial Stage

В статье раскрываются задачи обучения работе с текстом в контексте формирования универсальных компетенций обучающихся. Автор статьи показывает, что обучение работе с нехудожественным текстом на начальном этапе обучения в вузе состоит в анализе его риторической структуры и выявлении внутренней логики и цели повествования. The article reveals the tasks of teaching to work with text in the context of the formation of universal competencies of students. The author of the article shows that learning to work with a non-fiction text at the initial stage of training at a university consists in analyzing its rhetorical structure and identifying the internal logic and purpose of the narrative.

scholarly journals Time and Life in the Relational Universe: Prolegomena to an Integral Paradigm of Natural Philosophy

Philosophies ◽  
2018 ◽  
Vol 3 (4) ◽  
pp. 30 ◽  
Author(s):  
Abir Igamberdiev
Keyword(s):  
Probability Function ◽  
Natural Philosophy ◽  
Natural World ◽  
Spatiotemporal Structure ◽  
Internal Logic ◽  
Decision Making System ◽  
Relational Domains ◽  
Relational Order ◽  
Infinite Set ◽  
The Universe

Relational ideas for our description of the natural world can be traced to the concept of Anaxagoras on the multiplicity of basic particles, later called “homoiomeroi” by Aristotle, that constitute the Universe and have the same nature as the whole world. Leibniz viewed the Universe as an infinite set of embodied logical essences called monads, which possess inner view, compute their own programs and perform mathematical transformations of their qualities, independently of all other monads. In this paradigm, space appears as a relational order of co-existences and time as a relational order of sequences. The relational paradigm was recognized in physics as a dependence of the spatiotemporal structure and its actualization on the observer. In the foundations of mathematics, the basic logical principles are united with the basic geometrical principles that are generic to the unfolding of internal logic. These principles appear as universal topological structures (“geometric atoms”) shaping the world. The decision-making system performs internal quantum reduction which is described by external observers via the probability function. In biology, individual systems operate as separate relational domains. The wave function superposition is restricted within a single domain and does not expand outside it, which corresponds to the statement of Leibniz that “monads have no windows”.

Developing Games Using a Principles-Based Approach

2011 ◽  
Vol 4 (2) ◽  
pp. 88
Author(s):  
Peter Baggetta
Keyword(s):  
New Zealand ◽  
Transfer Learning ◽  
Learning Model ◽  
Expertise Development ◽  
Teaching Games For Understanding ◽  
Theory To Practice ◽  
Tactical Decision

The Teaching Games for Understanding (TGfU) model was first developed by Bunker and Thorpe in 1982 as a model for coaches to help players become more skillful players. Since then other versions of the model have been developed such as the tactical decision-learning model (Grehaigne, Godbout, & Bouthier, 2001) in France and the game–sense approach (Australian Sports Commission, 1991) in Australia and New Zealand. The key aspect of all the models is the design of well-structured conditioned and modified games that require players to make decisions to develop their game understanding and tactical awareness. However, both novice and experienced coaches often struggle with connecting theory to practice especially in the area of creating and developing contextualized games that actually transfer learning from training to performance in games. In order to effectively create and use games that transfer learning, coaches can use a Principles-Based approach to develop games. The Principles-Based approach removes the dichotomy of traditional drills versus games and instead combines the drills approach with a games-context approach that links principles to skills that allow for increased individual and team expertise development. This presentation will first describe a model for developing and connecting principles, policies, tactics and skills for team play. Following this the presentation will then describe how to use the principles to create contextualized games that connect practices with performance and progresses novice players toward becoming more competent performers.

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