Formazione & insegnamento
ISSN: 2279-7505 | Published: 2019-12-31
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Title: Teaching and learning of motor competencies. Processes and Relations
Abstract: Teacher training in physical education requires not only the analysis of the areas of intervention, contents and organizational modalities, but also the knowledge of teaching methods to promote learning of motor competencies. The objective of the following contribution is to analyze the effects of teaching styles on the different ways of learning of the students. How do students learn motor competencies? The variation of teaching styles, in fact, determines different ways of processing information and responding to the student, thus encouraging different and personalized learning methods. Therefore, the teaching of motor competencies requires didactic intentionality and the proposal of motor activities and tasks oriented not only on the quantity but, above all, on the quality, enhancing the personal success and motivation of the students. Finally, the need to use different communication methods and teaching styles is supported, as the acquisition of motor skills and knowledge is supported by non-linearity, necessary to learn motor competencies effectively and meaningfully. Non-linear teaching and pedagogy, in fact, through the variability of motor tasks, the manipulation of space-time constraints, the use of feedback, more than a linear and predefined progression on how motor teaching and learning should take place, promotes in the students dynamic relationships between subject-environment-activity, executive variants and motor responses.
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Title: Insegnamento e apprendimento delle competenze motorie. Processi e Relazioni
Abstract: La formazione dell'insegnante in educazione fisica, richiede non solo l'analisi degli ambiti d'intervento, dei contenuti e delle modalità organizzative, ma anche la conoscenza delle modalità di insegnamento per promuovere l'apprendimento delle competenze motorie. Obiettivo del contributo è analizzare gli effetti degli stili d'insegnamento sulle diverse modalità di apprendimento. Gli allievi come imparano le competenze motorie? La variazione degli stili d'insegnamento, determina modalità diverse di elaborazione delle informazioni e di risposta dell'allievo, sollecitando modalità di apprendimento diverse e personalizzate. La didattica delle competenze motorie richiede intenzionalità didattica e la proposta di compiti motori orientata non solo sulla quantità ma, soprattutto, sulla qualità, valorizzando il successo personale e le motivazioni degli allievi. Si sostiene la necessità di utilizzare differenti modalità di comunicazione e stili d'insegnamento perchè l'acquisizione di abilità motorie e conoscenze sia supportata dalla non linearità, necessaria ad apprendere competenze motorie in modo efficace e significativo. La didattica e la pedagogia non lineare, attraverso la variabilità dei compiti motori, la manipolazione dei vincoli spazio-temporali, l'uso del feedback, più che una progressione lineare e predefinita su come dovrebbe avvenire l'insegnamento-apprendimento motorio, promuove negli allievi relazioni dinamiche tra soggetto-ambiente-attività, varianti esecutive e risposte motorie originali e creative.
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Title: Enseignement et apprentissage de la motricité.Processus et relations
Abstract: La formation de l'enseignant en éducation physique nécessite non seulement l'analyse des domaines d'intervention, de contenu et de méthodes organisationnelles, mais aussi la connaissance des méthodes d'enseignement pour promouvoir l'apprentissage des habiletés motrices.Le but de la contribution est d'analyser les effets des styles d'enseignement sur les différentes méthodes d'apprentissage.Comment les élèves apprennent-ils la motricité?La variation des styles d'enseignement détermine différentes façons de traiter les informations et la réponse de l'élève, sollicitant des méthodes d'apprentissage différentes et personnalisées.L'enseignement de la motricité nécessite l'intentionnalité de l'enseignement et la proposition de tâches motrices orientées non seulement sur la quantité mais, surtout, sur la qualité, l'amélioration de la réussite personnelle et des motivations des étudiants.La nécessité d'utiliser différentes méthodes de communication et de styles d'enseignement est soutenue parce que l'acquisition de la motricité et des connaissances est soutenue par la non-linéarité, nécessaire pour acquérir des compétences motrices efficacement et de manière significative.Didactique et pédagogie non linéaire, grâce à la variabilité des tâches motrices, à la manipulation des contraintes spatio-temporelles, à l'utilisation de la rétroaction, plutôt qu'à une progression linéaire et prédéfinie sur la façon dont l'apprentissage de l'enseignement-moteur devrait avoir lieu, favorise les relations dynamiques entre les réponses motrices des sujets. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
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Title: Enseñanza y aprendizaje de habilidades motoras.Procesos y relaciones
Abstract: La capacitación del maestro en la educación física requiere no solo el análisis de las áreas de intervención, contenido y métodos organizacionales, sino también el conocimiento de los métodos de enseñanza para promover el aprendizaje de las habilidades motoras.El objetivo de la contribución es analizar los efectos de los estilos de enseñanza en los diferentes métodos de aprendizaje.¿Cómo aprenden los estudiantes habilidades motoras?La variación de los estilos de enseñanza determina diferentes formas de procesar la información y la respuesta del alumno, solicitando métodos de aprendizaje diferentes y personalizados.La enseñanza de las habilidades motoras requiere la intencionalidad de la enseñanza y la propuesta de deberes motores orientados no solo por la cantidad, sino, sobre todo, en la calidad, mejorando el éxito personal y las motivaciones de los estudiantes.La necesidad de utilizar diferentes métodos de comunicación y estilos de enseñanza es compatible porque la adquisición de habilidades motoras y conocimientos está respaldada por la no linealidad, necesaria para aprender habilidades motoras de manera efectiva y significativa.La didáctica y la pedagogía no lineal, a través de la variabilidad de las tareas motoras, la manipulación de las limitaciones del espacio-tiempo, el uso de la retroalimentación, en lugar de una progresión lineal y predefinida sobre cómo debe tener lugar el aprendizaje de la enseñanza-motora, promueve las relaciones dinámicas entre las actividades de los bueyes de la materia en los estudiantes, las variantes ejecutivas y las respuestas motoras originales y creativas. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
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Title: Ensino e aprendizado de habilidades motoras.Processos e relacionamentos
Abstract: O treinamento do professor em educação física requer não apenas a análise das áreas de intervenção, conteúdo e métodos organizacionais, mas também o conhecimento dos métodos de ensino para promover o aprendizado de habilidades motoras.O objetivo da contribuição é analisar os efeitos dos estilos de ensino nos diferentes métodos de aprendizado.Como os alunos aprendem habilidades motoras?A variação dos estilos de ensino determina diferentes maneiras de processar as informações e a resposta do aluno, solicitando métodos de aprendizado diferentes e personalizados.O ensino das habilidades motoras requer a intencionalidade do ensino e a proposta de tarefas motoras orientadas não apenas na quantidade, mas, acima de tudo, na qualidade, melhorando o sucesso pessoal e as motivações dos alunos.A necessidade de usar diferentes métodos de comunicação e estilos de ensino é suportada porque a aquisição de habilidades e conhecimentos motores é apoiada por não -linearidade, necessária para aprender habilidades motoras de maneira eficaz e significativa.Didática e pedagogia não linear, através da variabilidade das tarefas motoras, da manipulação de restrições espaço-tempo, o uso do feedback, em vez de uma progressão linear e predefinida sobre como a aprendizagem dos motores de ensino deve ocorrer, promove as relações dinâmicas entre as atividades de sujeitos-ambientes nos alunos, variantes executivos e respostas originais e criativas dos motores. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
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