scholarly journals La encrucijada de la Educación Física actual: ¿calidad y/o cantidad? Ejemplo de aumento de horas lectivas a través de un Proyecto Deportivo de Centro | The crossroads of current Physical Education: quality and / or quantity? Example of an increase in teaching hours through a Center Sports Project

2019 ◽  
Vol 12 (25) ◽  
pp. 60
Author(s):  
Carlos Heras-Bernardino ◽  
Ángel Pérez-Pueyo ◽  
David Hortigüela-Alcalá ◽  
Óscar Casado-Berrocal
Keyword(s):  
Physical Education ◽  
Education Quality ◽  
Santo Domingo ◽  
Real Dimension ◽  
Integral Development ◽  
Positive Experiences ◽  
The Subject ◽  
General Aspects ◽  
Specific Learning ◽  
Development Of Students

Aumento de horas lectivas en educación física: ¿realidad o ficción?  A través del presente artículo intentaremos dar respuesta a esta cuestión desde una dimensión práctica y real. En concreto a partir del análisis y repercusión del Proyecto Deportivo de Centro (PDC) que desde hace 6 años venimos desarrollando en el IES Prado de Santo Domingo (Alcorcón, Madrid). Éste se caracteriza por un aumento del número de periodos lectivos en la materia de educación física y por poner la materia al servicio de dos señas de identidad: el fomento de la autonomía y el desarrollo de experiencias positivas en todos los alumnos. Pero el factor determinante en este estudio no se encuentra únicamente en la descripción del PDC, sino en cómo se plasma éste en el aula. Es por ello que haremos un recorrido desde los aspectos más generales del proyecto hasta la descripción de situaciones de aprendizaje concretas, donde el uso de metodologías activas y procesos de evaluación formativa y compartida se convierten en el eje fundamental de todas ellas. Pretendemos que esta propuesta sirva de utilidad y orientación para todos aquellos centros que quieran apostar por una Educación Física de Calidad que contribuya al desarrollo integral de los alumnos.AbstractThis article attempts to respond, from a practical and real dimension, to the debate that has been generated in recent years around the needs of Physical Education (PE): Quality and/or quantity? Specifically, based on the analysis and repercussion of the Sports Centre Project (PDC) that has been developed for 6 years in the Secondary Education Institute (IES) Prado de Santo Domingo (Alcorcón, Madrid). This PDC is characterized by an increase in the number of teaching periods in EF and by putting the subject at the service of two signs of identity: the promotion of autonomy and the development of positive experiences in all students. Throughout the article we propose a journey from the most general aspects of the project to the description of specific learning situations, where the use of active methodologies and processes of formative and shared evaluation become the fundamental axis of all of them. We intend this proposal to serve as a useful guide for all those schools that want to bet on a quality EF that contributes to the integral development of students.

scholarly journals (Re)significando a educação física escolar no ensino médio: a partir do planejamento de ensino de jogos populares

2021 ◽  
Vol 19 (3) ◽  
pp. 1-7
Author(s):  
Camila Rubira Silva
Keyword(s):  
High School ◽  
Physical Education ◽  
Conceptual Knowledge ◽  
School Context ◽  
School Curriculum ◽  
Integral Development ◽  
Bodily Knowledge ◽  
Education Of Students ◽  
Different Cultures ◽  
Development Of Students

OBJETIVO: Apresentar um relato de experiência do planejamento e desenvolvimento colaborativo de uma proposta pedagógica para o ensino de Educação Física (EF) no Ensino Médio (EM), por meio da abordagem de Jogos populares, visando fomentar discussões sobre a importância do ato de planejar o ensino para o desenvolvimento integral dos estudantes, como um mecanismo de legitimação da EF enquanto área do conhecimento no currículo escolar. MÉTODOS: A proposta foi planejada de forma colaborativa com 21 estudantes do 2° ano do EM. No desenvolvimento da proposta oportunizamos o ensino de Jogos populares, por meio de três momentos: leitura de textos, experimentação de jogos e, conversas sobre a aula. RESULTADOS: Evidenciamos que a organização desses momentos tenha contribuído para formação integral dos estudantes, no diz respeito a aquisição de saberes conceituais relativos às diferentes culturas existentes no país; a construção de saberes corporais experimentados na prática dos jogos e, saberes atitudinais referentes ao prazer em experienciar os jogos, a criatividade e autonomia ao criar regras pensando na cooperação e cuidado com os colegas. CONCLUSÃO: Consideramos ser necessário que o professor reconheça no ato de planejar o ensino, o potencial pedagógico para (re)significar a sua prática, de modo a contribuir para formação dos estudantes, consequentemente, para que a EF seja valorizada no contexto escolar.ABSTRACT. (Re)signifying physical education in high school: From the planning of teaching popular games.OBJECTIVE: To present an experience report of the collaborative planning and development of a pedagogical proposal for the teaching of Physical Education (PE) in High School (HS), through the Popular Games approach, in order to promote discussions about the importance of the act of planning teaching for the integral development of students, as a mechanism for legitimizing PE as an area of knowledge in the school curriculum. METHODS: The proposal was collaboratively planned with 21 students from the 2nd year of HS. In developing the proposal, we provided opportunities for teaching popular games, through three moments: reading texts, experimenting with games and conversations about the class. RESULTS: We found that the organization of these moments has contributed to the integral formation of students, with regard to the acquisition of conceptual knowledge related to the different cultures existing in the country; the construction of bodily knowledge experienced in the practice of games and attitudinal knowledge regarding the pleasure in experiencing games, creativity and autonomy in creating rules thinking about cooperation and care with colleagues. CONCLUSION: We believe that it is necessary for the teacher to recognize, in the act of planning teaching, the pedagogical potential to (re)signify their practice, in order to contribute to the education of students, consequently, so that PE is valued at school context.

scholarly journals Valoración de los contenidos de Expresión Corporal por parte de los futuros maestros en la asignatura de Actividades Físicas Artístico-expresivas de la mención de Educación Física (Assessment of the contents of Body Expression by future teachers in the su

Retos ◽  
2021 ◽  
Vol 43 ◽  
pp. 205-214
Author(s):  
Jorge Carlos Lafuente Fernández
Keyword(s):  
Physical Education ◽  
Primary School ◽  
Ad Hoc ◽  
Physical Activities ◽  
Positive Experiences ◽  
The Subject ◽  
Key Aspects ◽  
The University ◽  
Futuros Maestros ◽  
Body Expression

La Expresión Corporal se caracteriza por sus carencias en la implementación en el área de Educación Física, entre las causas se encuentran: la falta de formación del profesorado, la difícil impartición de contenidos no habituales, el desconocimiento de éstos o las malas experiencias previas. El presente artículo pretende analizar los diferentes contenidos llevados a cabo en la asignatura de Actividades Físicas Artístico-Expresivas, de la Mención de Educación Física del Grado de Magisterio en la Universidad de Burgos. Se quiere conocer qué contenidos son considerados más educativos, cuáles resultan más difíciles de impartir en un aula de Primaria y cuáles han generado más experiencias positivas. Se utiliza una metodología mixta a través de la realización de un cuestionario ad hoc y el análisis de los diarios del alumnado. Tras el análisis de los resultados, se observa que los estudiantes valoran en general los contenidos como muy educativos, sin excesiva dificultad y generadores de experiencias positivas. Aspectos como la necesidad de material, el género, la capacidad de evitar bloqueos y mejorar la confianza del alumnado son claves para la valoración de los contenidos.  Abstract: Physical Education does not always deal with Body Expression. Among the causes for this are lack of teacher training, difficult delivery of unusual content, ignorance or previous bad experiences. This article aims to analyze the different topics included in the subject of Artistic-Expressive Physical Activities in the Mention of Physical Education Teaching Degree in the University of Burgos. It intends to show which contents are more educational, which are more difficult to teach in Primary School and which have generated more positive experiences. A mixed methodology is used with an ad hoc questionnaire and the analysis of student diaries. After analysis of the results, it is observed that students generally value these contents as very educational, they are not excessively difficult and generate positive experiences. Some key aspects for the assessment of the content are the ability to avoid blockage and improve student confidence, gender and the need for materials.

scholarly journals The Physical Education Class Perceived by Schoolchildren from 6 to 8 Years Old Expressed through Drawings

Children ◽  
2021 ◽  
Vol 8 (8) ◽  
pp. 666
Author(s):  
Javier Cachón-Zagalaz ◽  
Déborah Sanabrias-Moreno ◽  
María Sánchez-Zafra ◽  
Amador Jesús Lara-Sánchez ◽  
María Luisa Zagalaz-Sánchez
Keyword(s):  
Physical Education ◽  
Facial Expression ◽  
Primary School ◽  
Physical Education Class ◽  
Primary School Students ◽  
School Students ◽  
Education Class ◽  
Frequent Use ◽  
The Subject ◽  
The City

Physical Education is one of the subjects that arouses the most interest in children. The aim of this study is to find out the opinion that primary school students have about the Physical Education class. Drawings from a sample of 62 students from an educational centre in the city of Jaén, aged between six and eight years old, were analysed. The results show that the larger size of the drawings corresponds to the aspects that are to be emphasised. This subject is carried out regularly in the sports pavilion of the centre, making frequent use of materials such as sticks, hoops or balls. Cheerful colours are used, reflecting their enthusiasm for the subject. The smiling facial expression represents the schoolchildren’s interest in the subject. The most popular games or sports are basketball and pichi, both of them collective.

scholarly journals Fundamental Pedagogical Aspects for the Implementation of Models-Based Practice in Physical Education

2021 ◽  
Vol 18 (13) ◽  
pp. 7152
Author(s):  
Alejandra Hernando-Garijo ◽  
David Hortigüela-Alcalá ◽  
Pedro Antonio Sánchez-Miguel ◽  
Sixto González-Víllora
Keyword(s):  
Physical Education ◽  
Scientific Evidence ◽  
Effective Implementation ◽  
The Subject ◽  
Pedagogical Models ◽  
Improved Learning ◽  
Key Aspects ◽  
Traditional Approaches ◽  
Educational Field ◽  
Common Action

The implementation of pedagogical models (PMs) in the subject of Physical Education (PE) is presented as a pedagogical approach that is based on the educational context as a means to overcome the serious limitations that arise from traditional approaches. The effective implementation of this approach has demonstrated benefits in terms of student motivation, student involvement and improved learning. Thus, its application and international relevance, the variability of content covered, the possibility of replicability in a variety of contexts and the fact that it favors a reflective framework and common action by teachers are some of the reasons that justify its use. In this sense, the need for teacher training, as well as the intention to generate more scientific evidence based on its application in the classroom, are some of the key aspects to be taken into account for its implementation and consequent consolidation in the educational field.

Introductory remarks

1981 ◽  
Vol 302 (1468) ◽  
pp. 219-219
Keyword(s):  
State Of The Art ◽  
Biological Processes ◽  
Industrial Workers ◽  
Practical Application ◽  
Electroanalytical Methods ◽  
Secondary Battery ◽  
On Line ◽  
The Subject ◽  
General Aspects ◽  
Cross Fertilization

As its title suggests, the purpose of this Discussion Meeting is to review the present state of the art in industrial electrochemistry. We have sought to bring together academic and industrial workers in this field as well as other interested participants. I hope that as the meeting proceeds, a cross-fertilization of ideas will occur both in the formal sessions and during the breaks. The organizers of this Meeting have given considerable thought to the order in which the different aspects of electrochemistry should be presented. Evidently we had to begin with the fundamentals, after which we decided to deal with the general aspects of electrosynthesis including the developing possibilities of supplying energy to biological processes by electrochem ical means. This led naturally to consideration of electrochemical engineering and electroanalytical methods for on-line control. In one session we shall move to a very practical application of electrochemistry, namely batteries. Beginning with Volta’s simple cell, this application is one of the oldest in electrochemistry. In spite of all the advances in the subject, the possibilities of new primary and secondary battery systems remain as wide as ever. I, for one, shall be most interested to hear the progress reports of our three speakers.

scholarly journals Danza en educación infantil: opinión de los docentes (Dance in preschool education: teachers' opinion)

Retos ◽  
2019 ◽  
pp. 239-244
Author(s):  
Vicente Juan Peña de Hornos ◽  
Gregorio Vicente Nicolás
Keyword(s):  
Teacher Training ◽  
Teaching Practices ◽  
Ad Hoc ◽  
Descriptive Analysis ◽  
Preschool Education ◽  
The Other ◽  
Other Hand ◽  
Integral Development ◽  
Development Of Students

El objetivo principal de esta investigación ha sido conocer y analizar la inclusión de actividades de danza en la práctica educativa del aula de Educación Infantil desde la perspectiva de los docentes. Los participantes (N=105) han sido maestras/os que imparten docencia en el segundo ciclo de Educación Infantil en centros educativos de la Región de Murcia (España). Para la recogida de datos se ha diseñado un cuestionario ad hoc y posteriormente se ha aplicado un análisis descriptivo a la información obtenida. Los resultados reflejan que los especialistas de Educación Infantil de la Región de Murcia incluyen en sus programaciones y en su práctica docente actividades de danza. Asimismo, las consideran fundamentales en el desarrollo integral del alumnado y que este responde de forma positiva y activa a este tipo de actividades. Por otro lado, alertan de la necesidad de mejorar la oferta formativa con respecto a estas materias y la calidad y cantidad de medios y recursos para llevarlas adecuadamente a la práctica. Abstract. The main objective of this research was to learn and analyze the inclusion of dance activities in Preschool teaching practices from the perspective of teachers. Participants (N=105) were teachers who teach at the second cycle of Preschool Education in schools from the Region of Murcia (Spain). An ad hoc questionnaire was designed for the collection of data, and descriptive analysis was subsequently applied. The results reflect that specialists of Preschool Education from the Region of Murcia include dance activities in their planning and teaching practices. Likewise, they consider them fundamental for the integral development of students, who respond in a positive and active way to this type of activities. On the other hand, they call the attention on the need to improve both teacher training with respect to these subjects and the quality and quantity of resources to carry them properly into practice.

scholarly journals A APRENDIZAGEM DA CRIANÇA: ASPECTOS SOBRE SURDEZ E INCLUSÃO ESCOLAR

2018 ◽  
Vol 15 (Especial 2) ◽  
pp. 08-14
Author(s):  
Marcela Corrêa Tinti
Keyword(s):  
Quality Education ◽  
Education For All ◽  
Qualitative Character ◽  
Inclusive Practices ◽  
Character Analysis ◽  
The Subject ◽  
Development Of Students

Faced of the expectations that a contemporary idea is made, quality education for all levels of education, especially with regard to school inclusion. For this reason, the article is being discussed for the purpose of elucidating on the subject of education. Of qualitative character, analysis the assumptions that substantiate of development of students did the students to students with Deafness. Abstract: The Required Requirements for Ins Graph the students of the higher students of the students are empathizing the perpassam of the performer of Education Special and Curricular Adaptation. However, since inclusive practices can be applied in the form of homogeneous ones, since they can promote the differentiation of differences, we can propose the development of the learning of all.

scholarly journals THE PLAY MOTOR ACTIVITY IN THE PRIMARY SCHOOL - IMPLEMENTATION AND PROBLEMS

2020 ◽  
Vol 18 (Suppl.1) ◽  
pp. 758-763
Author(s):  
V. Ivanova
Keyword(s):  
Physical Education ◽  
Primary School ◽  
Primary Teachers ◽  
Educational Process ◽  
Motor Training ◽  
Special Educational Needs ◽  
Working Space ◽  
Training Courses ◽  
The Subject ◽  
Insufficient Number

PURPOSE: The research is provoked by the problems that accompany the implementation of play activities in the forms of motor training in primary school. METHODS: A survey is conducted among teachers teaching the subject "Physical Education and Sports" in I - IV grade. RESULTS: The analysis of the answers of the respondents reveals negatives that hinder the effective pedagogical process. CONCLUSIONS: The following problems are pointed out as the most significant: the insufficient number or technical malfunction of the sports equipment, tools, equipment; limited working space - both outdoors and indoors; the lack of clear guidelines and specific guidelines for planning and implementation of educational content in physical education, including games, especially - sports; unclear criteria and standards for assessing the success and progress of students in the game activities; the lack of guidelines for working with students with special educational needs or health problems; insufficient proposed forms, such as seminars, training courses, etc. to acquaint the primary teachers with novelties in the educational process in Physical Education and Sport.

scholarly journals Psycho-administrative determinants for choice of physical education among senior secondary school students at external examination bodies

2021 ◽  
Vol 8 (2) ◽  
pp. 109-118
Author(s):  
Olusola Samson
Keyword(s):  
Physical Education ◽  
Secondary School ◽  
Secondary School Students ◽  
School Students ◽  
Chi Square ◽  
Senior Secondary School ◽  
External Examination ◽  
Validated Questionnaire ◽  
The Subject ◽  
Senior Secondary

Empirical observations reveal low enrolment of senior secondary school students for physical education at external examination bodies. The poor rate of students' choice of the subject at this level is a matter of concern to professionals, given the fact of monumental benefits of physical education as a science subject to humanity. The study was conducted to examine how psycho-administrative factors influence the choice of physical education by senior secondary school students at external examination bodies (in Nigeria) to come up with modalities to increase enrolment of the subject at external examination bodies. Descriptive method was applied for the study due to large respondents involved. Self-developed validated questionnaire tagged psycho-administrative determinants for choice of physical education among senior secondary school students at external examination bodies (PADGPEAS) was applied for the research. Out of three thousand and twenty-four (3024) questionnaire forms administered, only two thousand and fifty (2950) copies completed and returned were coded for analysis, with the use of descriptive statistics of percentages and nonparametric statistics of Chi-square (x 2) at 0.05 level of significant. Results unraveled a remarkable influence of psycho-administrative variables on the choice at physical education among senior secondary school students at external examination bodies. Based on this outcome, it is suggested that utilization of variety of methods by physical education teachers will go a long way to kindle the interest of the students for the subject. Enlightenment of students and parents on the values of physical education will facilitate remarkable positive attitude of both parts that relocate their position in favor of the subject.

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