Formazione & insegnamento
ISSN: 2279-7505 | Published: 2019-12-31
This landing page is part of an alternate academic indexing and SEO initiative curated by Pensa MultiMedia and the Executive Editorial Office.
Main Article Landing Page: https://ojs.pensamultimedia.it/index.php/siref/article/view/3864
Full Text HTML (viewer): missing data
Full Text PDF (viewer): https://ojs.pensamultimedia.it/index.php/siref/article/view/3864/3511
Full Text HTML (file): missing data
Full Text PDF (file): https://ojs.pensamultimedia.it/index.php/siref/article/download/3864/3511
Alternate URL (this mirror): https://formazione-insegnamento.eu/2019-17/3-Suppl/3864-thinking-about-the-use-of-tactical-games-model-in-prima
Title: Thinking about the use of Tactical Games Model in primary school
Abstract: Sport education is a learning aim related to the physical education curriculum in the elementary schools. However, it is well-known both the low level of impact that it provides for the actual teaching-learning processes and the negative reflections derived from that circumstance for the holistic development of each child. Since, in this paper we provide an analysis of the causes because sport education has a low consideration in the Italian primary schools curriculum and we discuss about a novel teaching methodology that can support the PE teachers for overcoming the previous cited limits. The evidences provided in this study can help the current and the new physical education teachers and can be used as some possible suggestions for planning or restyling the PETE programs.
Keywords:
Title: Riflessioni sull'utilizzo dei Tactical Games Model nella scuola primaria
Abstract: L'educazione sportiva è uno degli obiettivi formativi dell'Educazione Fisica nella scuola primaria. Tuttavia, è ben noto il limitatissimo impatto che questa assume realmente nella formazione complessiva delle attuali generazioni di studenti, con effetti negativi su diverse sfere dello sviluppo, in senso olistico, della persona. In questo contributo, dopo aver descritto il contesto di riferimento e dopo aver esaminato possibili cause e concause dei limitati significativi formativi associati all'educazione sportiva nella scuola primaria, si discute criticamente di una metodologia di insegnamento funzionale al superamento delle predette criticità e si descrivono le relative evidenze già emerse nella letteratura scientifica, anche facendo riferimento alla relazione tra questa metodologia e la formazione degli insegnanti. Le analisi formulate vogliono significare spunti di riflessione sia per l'operato dei docenti attuali e futuri di Educazione Fisica nella scuola primaria che per chi si occupa della progettazione dei percorsi formativi degli insegnanti della suddetta disciplina.
Keywords:
Title: Réflexions sur l'utilisation du modèle de jeux tactiques à l'école primaire
Abstract: L'éducation sportive est l'un des objectifs de formation de l'éducation physique à l'école primaire.Cependant, l'impact très limité que cela suppose vraiment dans la formation globale des générations actuelles d'étudiants est bien connue, avec des effets négatifs sur différents sphères de développement, dans un sens holistique, de la personne.Dans cette contribution, après avoir décrit le contexte de référence et après avoir examiné les causes possibles et contribué à la formation significative limitée associée à l'éducation sportive à l'école primaire, une méthode d'enseignement fonctionnelle à la surmonter des problèmes critiques susmentionnés et les preuves relatives sont déjà émergées dans la littérature scientifique sont décrites, se référant également à la relation entre cette méthodologie et la formation des enseignants.Les analyses formulées veulent signifier des aliments pour la réflexion à la fois pour le travail des enseignants actuels et futurs de l'éducation physique à l'école primaire et pour les personnes impliquées dans la conception des cours de formation des enseignants de la discipline susmentionnée. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords:
Title: Reflexiones sobre el uso del modelo de juegos tácticos en la escuela primaria
Abstract: La educación deportiva es uno de los objetivos de entrenamiento de la educación física en la escuela primaria.Sin embargo, el impacto muy limitado que esto realmente supone en la capacitación general de las generaciones actuales de estudiantes es bien conocido, con efectos negativos en diferentes esferas de desarrollo, en un sentido holístico, de la persona.En esta contribución, después de describir el contexto de referencia y después de examinar las posibles causas y contribuir a la capacitación significativa limitada asociada con la educación deportiva en la escuela primaria, se discute críticamente un método de enseñanza funcional para la superación de los problemas críticos antes mencionados y la evidencia relativa ya emergida en la literatura científica, también se refiere a la relación entre esta metodología y la capacitación de los maestros.Los análisis formulados quieren significar alimentos para la reflexión tanto para el trabajo de los maestros actuales como futuros de educación física en la escuela primaria como para aquellos involucrados en el diseño de los cursos de capacitación de los maestros de la disciplina antes mencionada. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords:
Title: Reflexões sobre o uso do modelo de jogos táticos na escola primária
Abstract: A educação esportiva é um dos objetivos de treinamento da educação física na escola primária.No entanto, o impacto muito limitado que isso realmente assume no treinamento geral das gerações atuais de estudantes é bem conhecido, com efeitos negativos em diferentes esferas de desenvolvimento, em um sentido holístico, da pessoa.Nesta contribuição, após descrever o contexto de referência e depois de examinar possíveis causas e contribuir para o treinamento significativo limitado associado à educação esportiva na escola primária, discutem criticamente um método de ensino funcional à superação das questões críticas acima mencionadas e as evidências relativas já surgiram na literatura científica, também se referem à relação entre essa metodologia e o treinamento dos professores.As análises formuladas desejam significar comida para reflexão, tanto para o trabalho dos professores atuais quanto para a educação física na escola primária e para os envolvidos no design dos cursos de treinamento dos professores da disciplina mencionada. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords:
Alexander, K., & Luckman, J. (2001). Australian Teachersí Perceptions and Uses of the Sport Education Curriculum Model. European physical education review, 7(3), 243-267
Almond, L. (1986). Reflecting on themes: a games classification. Rethinking games teaching, 71-72
Allison, P.C., Pissanos, B.W., Turner, A.P., & Law, D.R. (2000). Preservice physical educators’ epistemologies of skillfulness. Journal of Teaching in Physical Education, 19(2), 141-161
Arnold, P.J. (1988). Education, movement and the curriculum. New York: The Falmer Press.
Bunker, D., & Thorpe, R. (1982). A model for the teaching of games in secondary schools. Bulletin of physical education, 18(1), 5-8
Clark, J.E., & Metcalfe, J.S. (2002). The mountain of motor development: A metaphor. Motor development: Research and reviews, 2(163-190), 183-202
Donatacci M., Salisci M. (2018), Secondo Monitoraggio LiSS 2016/17. Report di sintesi.
Gallahue, D. L., Ozmun, J. C., & Goodway, J. (2006). Understanding motor development: Infants, children, adolescents, adults (pp. 248-270). Boston: McGraw-Hill.
Griffin, L. L., Mitchell, S. A., & Oslin, J. L. (1997). Teaching sports concepts and skills: A tactical games approach. Human Kinetics Publishers (UK) Ltd. Harvey, S. 2009. A Study of Interscholastic Soccer Players Perceptions of Learning with Game Sense. Asian Journal of Exercise and Sports Science, 6(1), 1–10
Harvey, S., & Jarrett, K. (2014). A review of the game-centred approaches to teaching and coaching literature since 2006. Physical Education and Sport Pedagogy, 19(3), 278-300
Harvey, S., Smith, M.L., Song, Y., Robertson, D., Brown, R., & Smith, L. R. (2016). Gender and school-level differences in students’ moderate and vigorous physical activity levels when taught basketball through the tactical games model. Journal of Teaching in Physical Education, 35(4), 349-357
Harvey, S., & García-López, L.M. (2017). Objectively Measured Physical Activity of Different Lesson Contexts. Journal of Physical Education and Sport, 17(2), 833-838
Hastie, P. A., & Curtner-Smith, M. D. (2006). Influence of a hybrid Sport Education—Teaching Games for Understanding unit on one teacher and his students. Physical Education & Sport Pedagogy, 11(1), 1-27
Hulteen, R.M., Morgan, P.J., Barnett, L.M., Stodden, D.F., & Lubans, D.R. (2018). Development of foundational movement skills: A conceptual model for physical activity across the lifespan. Sports Medicine, 48(7), 1533-1540
Kirk, D., & MacPhail, A. (2002). Teaching games for understanding and situated learning: Rethinking the Bunker-Thorpe model. Journal of teaching in Physical Education, 21(2), 177192
MacPhail, A., Kirk, D., & Griffin, L. (2008). Throwing and catching as relational skills in game play: Situated learning in a modified game unit. Journal of Teaching in Physical Education, 27(1), 100-115
Mandigo, J., Holt, N., Anderson, A., & Sheppard, J. (2008). Children’s motivational experi, Francesco Sgrò, Mario Lipoma 204 ences following autonomy-supportive games lessons. European Physical Education Review, 14(3), 407-425
McNeill, M.C., & Fry, J.M. (2011). Motivational Climate in Games Concept Lessons. ICHPERSD Journal of Research, 6(1), 34-39
Mitchell, S.A., Oslin, J.L., & Griffin, L.L. (2013). Teaching sport concepts and skills: A tactical games approach for ages 7 to 18. Human Kinetics.
Ruiz-Perez, L.M., & Palomo-Nieto, M. (2018). Clumsiness and Motor Competence in Physical Education and Sport Pedagogy. Pedagogy, 2
Rovegno, I. (2006). Situated perspectives on learning. In: Kirk D, Macdonald D, Sullivan MO, editors. The handbook of physical education. Thousand Oaks, NJ: Sage, 262-74
Sgrò, F., Quinto, A., Platania, F., Lipoma, M. (2019). Assessing the impact of a physical education project based on sports games approach on the actual motor competence of primary school children. Journal of Physical Education and Sport. 19(3), 781-786
Siedentop, D. (1998). What is sport education and how does it work?. Journal of physical education, recreation & dance, 69(4), 18-20
Wallhead, T., & O’sullivan, M. (2005). Sport education: Physical education for the new millennium?. Physical education and sport pedagogy, 10(2), 181-210
World Health Organization (2018). Promoting physical activity in education sector. Copenhagen: WHO Regional Office for Europe. (http://www.euro.whoint/__ data/ assets /pdf_file/0006/382335/fs-education-eng.pdf?ua=1, accessed 29/04/2019). Riflessioni sull’utilizzo dei Tactical Games Model nella scuola primaria 205