Las inteligencias múltiples en la clase de educación física; una experiencia formativa con alumnos de educación primaria (Multiple intelligences in physical education class; a formative experience in primary school students)

Este trabajo buscó descubrir de qué manera la clase de educación física puede favorecer la manifestación de las inteligencias múltiples en la resolución de problemas en 27 alumnos de ocho a nueve años de un grupo de cuarto grado de una escuela primaria. Mediante el método cualitativo en la aplicación de una secuencia didáctica de siete sesiones se recogieron datos mediante una evaluación formativa utilizando entrevistas, observación y el cuaderno de educación física que los niños utilizaron a lo largo de la intervención donde expresaron parte de su experiencia y aprendizajes que adquirieron en la clase de educación física. Como resultado se observa que los alumnos expresan de manera específica los aprendizajes obtenidos en la secuencia didáctica en donde se manifiestan las inteligencias múltiples para la resolución de problemas permitiendo conseguir los objetivos de la secuencia didáctica. Se concluye la importancia de fortalecer una clase de educación física inclusiva mediante el enfoque de las inteligencias múltiples en donde los alumnos puedan expresar sus habilidades y capacidades para lograr los aprendizajes esperados de educación física, se enfatiza la necesidad de trabajar las competencias didácticas en los docentes para planificar escenarios aptos y estimulantes que permitan en el alumnado lograr un desarrollo integral. Abstract. This work sought to discover how physical education class can favor the manifestation of multiple intelligences in problem solving in eight- to nine-year-old elementary school students. Through the qualitative method in the application of a didactic sequence of seven sessions, data was collected through a formative evaluation using interviews, observation and the physical education notebook that the children used throughout the intervention where they expressed part of their experience and learning that acquired in physical education class. As a result, it is observed that the students express in a specific way the learning obtained in the didactic sequence where multiple intelligences are manifested for solving problems, allowing to achieve the objectives of the didactic sequence. The importance of strengthening an inclusive physical education class through the approach of multiple intelligences is concluded where students can express their abilities and capacities to achieve the expected learning of physical education, the need to work on didactic skills in teachers is emphasized to plan suitable and stimulating scenarios that allow students to achieve development.

Body and Sartorial Paradox in Physical Education: A New Look at the Gender Interaction and Co-Educational System in Physical Education Class

Since the Tunisian Revolution of 2010, two views (modernism and conservatism) conduct two opposite social projects for the Tunisian population, which affect, in first order, the school from primary to secondary level. The Tunisian educational system is based on co-education, contradicting the country’s conservatism culture. The religious dress (veil/hijab) is accepted and tolerated in schools. Physical education, as an educational discipline, had to adapt to these changes, especially to the religion dress and gender interaction. The aim of this paper is to study, through the representations of physical education’s (PE) teachers, the paradoxes observed between physical practice and religious dress (veil/Hijab) and the management of the co-educational system in PE classes. This is based on the opinion which indicates that this matter requires the student’s body and physical ability to be independent from their gender, dress or motor skills. The results show a difference in opinion between females and male teachers regarding gender interaction and religious dress.

Design of Educational Tools Based on Traditional Games for the Improvement of Social and Personal Skills of Primary School Students with Hearing Impairment

The proposed work aims to offer an educational proposal with which to approach the Physical Education class with hearing impaired students through the use of different tools, with special attention to technological ones. These in turn are structured into objectives, materials, organisation, graphic description and a QR code for each game. These codes are linked to different videos hosted on the YouTube platform, in which the explanation of the games, mentioned above, can be visualised graphically using sign language. The whole creative process is described in the article, as well as possible pedagogical applications of the use of the tools created for this purpose in other educational contexts.