Formazione & insegnamento
ISSN: 2279-7505 | Published: 2020-09-30
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/4324
Full Text HTML (viewer): missing data
Full Text PDF (viewer): https://ojs.pensamultimedia.it/index.php/siref/article/view/4324/3811
Full Text HTML (file): missing data
Full Text PDF (file): https://ojs.pensamultimedia.it/index.php/siref/article/download/4324/3811
Alternate URL (this mirror): https://formazione-insegnamento.eu/2020-18/3/4324-introduction-to-the-sport-activities-and-methodology-of
Title: Introduction to the sport activities and methodology of teaching motor skills through the Teaching Game for Understanding (TGfU)
Abstract: The sports skills teaching can ensure flexible and transferable motor skills if it uses a solid methodological system. Recent studies carried out in the neu-roscience fields and the consequent didactic applications, have accelerated the study on the selection of contents, organizational methods and methodologies in physical education and in the introduction to sport, to integrate and modulate factors inherent to the quantity and quality of the proposals practices. This study deals with the Teaching Game for Understanding (TGfU) issue, a model of methodological intervention that assumes the role of facilitator of learning and promoter of analysis and understanding of the activity. The teacher's ability to ask questions and the ability to develop appropriate tasks to answer the questions are essential for motor success according to the TGfU model and to make use of a quality teaching pedagogical model. The interaction of teaching styles will allow the student to choose and exe-cute the most appropriate executive variants and to link previous acquisitions to the motor proposals in progress to structure open and non-linear learning.
Keywords:
Title: Avviamento allo sport e metodologia dell'insegnamento delle abilità motorie attraverso il Teaching Game for Understanding (TGfU)
Abstract: L'insegnamento delle abilità motorie e sportive può assicurare competenze motorie flessibili e trasferibili se si avvale di un solido impianto metodologico. Gli studi recenti svolti negli ambiti delle neuroscienze e le conseguenti applicazioni didattiche, hanno accelerato lo studio sulla selezione dei contenuti, modalità organizzative e metodologie in educazione fisica e nell'avviamento allo sport, per integrare e modulare fattori inerenti la quantità e la qualità delle proposte pratiche. In questo studio si affronta il tema del Teaching Game for Understanding (TGfU), modello di intervento metodologico che assume il ruolo di facilitatore dell'apprendimento e di promotore di analisi e comprensione dell'attività. L'abilità dell'insegnante nel porre domande e la capacità di sviluppare attività appropriate per rispondere alle domande, sono fondamentali per il successo motorio secondo il modello del TGfU e per avvalersi di un modello pedagogico di insegnamento di qualità. L'interazione degli stili d'insegnamento consentirà all'allievo di scegliere ed eseguire le varianti esecutive più appropriate e di legare precedenti acquisizioni alle proposte motorie in corso di svolgimento per strutturare apprendimenti aperti e non-lineari.
Keywords:
Title: Commencer à sport et à la méthodologie de l'enseignement de la motricité grâce à l'enseignement du jeu pour la sous-demande (TGFU)
Abstract: L'enseignement des compétences motrices et sportives peut assurer une motricité flexible et transférable si elle utilise un système méthodologique solide.Des études récentes menées dans les domaines des neurosciences et les applications didactiques qui en résultent ont accéléré l'étude sur la sélection du contenu, des méthodes organisationnelles et des méthodologies dans l'éducation physique et au début du sport, pour intégrer et moduler les facteurs inhérents à la quantité et à la qualité des propositions pratiques.Cette étude est abordée sur le thème du jeu d'enseignement pour sous-tendre (TGFU), un modèle d'intervention méthodologique qui assume le rôle du facilitateur de l'apprentissage et du promoteur de l'analyse et de la compréhension de l'activité.La capacité de l'enseignant à poser des questions et la capacité de développer des activités appropriées pour répondre aux questions, est fondamentale pour le succès moteur selon le modèle TGFU et pour utiliser un modèle pédagogique pédagogique de qualité.L'interaction des styles d'enseignement permettra à l'étudiant de choisir et d'effectuer les variantes exécutives les plus appropriées et de lier les acquisitions précédentes aux propositions motrices en cours pour structurer l'apprentissage ouvert et non linéaire. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords:
Title: Comenzando al deporte y a la metodología de enseñar habilidades motoras a través de la enseñanza del juego para la subsendección (TGFU)
Abstract: La enseñanza de las habilidades motoras y deportivas puede garantizar habilidades motoras flexibles y transferibles si hace uso de un sistema metodológico sólido.Estudios recientes realizados en las áreas de las neurociencias y las consiguientes aplicaciones didácticas han acelerado el estudio sobre la selección de contenido, métodos organizacionales y metodologías en la educación física y al comienzo del deporte, para integrar y modular factores inherentes a la cantidad y calidad de las propuestas prácticas.Este estudio se aborda el tema del juego de enseñanza para la subsistencia (TGFU), un modelo de intervención metodológica que asume el papel del facilitador del aprendizaje y el promotor del análisis y la comprensión de la actividad.La capacidad del maestro para hacer preguntas y la capacidad de desarrollar actividades apropiadas para responder preguntas, son fundamentales para el éxito motor de acuerdo con el modelo TGFU y para utilizar un modelo pedagógico de enseñanza de calidad.La interacción de los estilos de enseñanza permitirá al estudiante elegir y realizar las variantes ejecutivas más apropiadas y vincular adquisiciones anteriores a las propuestas de motor en marcha para estructurar el aprendizaje abierto y no lineal. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords:
Title: Começando ao esporte e metodologia do ensino de habilidades motoras através do jogo de ensino para sub -subsegurando (TGFU)
Abstract: O ensino de habilidades motoras e esportivas pode garantir habilidades motoras flexíveis e transferíveis se usar um sistema metodológico sólido.Estudos recentes realizados nas áreas de neurociências e nas consequentes aplicações didáticas aceleraram o estudo sobre a seleção de conteúdo, métodos organizacionais e metodologias na educação física e no início do esporte, para integrar e modular fatores inerentes à quantidade e qualidade das propostas práticas.Este estudo é abordado o tema do jogo de ensino para sub -quending (TGFU), um modelo de intervenção metodológica que assume o papel do facilitador da aprendizagem e do promotor de análise e compreensão da atividade.A capacidade do professor de fazer perguntas e a capacidade de desenvolver atividades apropriadas para responder a perguntas são fundamentais para o sucesso motor de acordo com o modelo TGFU e usar um modelo pedagógico de ensino de qualidade.A interação dos estilos de ensino permitirá ao aluno escolher e executar as variantes executivas mais apropriadas e vincular aquisições anteriores às propostas de motor em andamento para estruturar o aprendizado aberto e não linear. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords:
Abernethy, B., Burgess-Limerick, R., Parks, S. (1994). Contrasting approaches to the study of motor expertise. Quest, 46:, 186-198
Adams, J.A. (1987). Historical review and appraisal of re-search on the learning, retention, and transfer of human motor skills. Psychological Bullettin, 101, 41-74
Almond, L. & Thorpe, R. (1988). Asking teachers to research. Journal of Teaching in Physical Education, 7, 221-227
Almond, L. (2001). Reflecting on the development of TGFU. Conferencia inaugural of 1st International Conference Teaching Games for Understanding, Plymouth, USA, 1-4
Avanzino, L., Gueugneau, N., Bisio, A., Ruggeri, P., Papaxanthis, C. & Bove, M. (2015). Motor cortical plasticity induced by motor learning through mental practice. Frontiers in Behavioral Neuroscience, 9:105. doi: 10.3389/fnbeh.2015.0010
Bennie, A., Peralta L., Gibbons, S., Lubans, D., Rosenkranz, R. (2016). Physical education teachers’ perceptions about the effectiveness and acceptability of strategies used to increase relevance and choice for students in physical education classes. Asia-Pacific Journal of Teacher Education, DOI:10.1080/1359866X.2016.1207059
Bortoli, L. & Robazza, C. (2016). L’insegnamento delle abilità motorie. Sds Rivista di Cultura Sportiva Coni, 109, 24-34
Brian, A., Getchell, N., True, L., De Meester, A., Stodden, D.F. (2020). Reconceptualizing and Operationalizing Seefeldt’s Profciency Barrier: Applications and Future Directions. Sports Medicine, published 15 sept.2020. https://doi.org/101007/s40279-020-01332-6
Bunker, D. & Thorpe, R. (1986). The curriculum model, In Bunker D., Thorpe R., Rethinking games teaching, 7-10
Bunker, D., & Thorpe, R. (1982). A model for the teaching of games in secondary school. Bulletin of Physical Education, 18, 5-8
Casey, A. (2014). Models-based practice: Great white hope or white elephant? Phys Educ Sport Ped 19: 18-34
Ceciliani, A. (2016). Multilateralità estensiva e intensiva, una necessaria integrazione in educazione fisica nella scuola primaria, Formazione & Insegnamento XIV, 1, 170-187
Colella, D. (2019). Insegnamento e apprendimento delle competenze motorie. Processi e Relazioni, Formazione & insegnamento, XVII, 73-88
Deci, E.L. & Ryan, R.M. (2000). The ``what” and ``why” of goal pursuits: human needs and the self-determination of behaviour. Psychol Inq., 11, 227-268
Farias, C.F., Mesquita, I. & Hastie, P. (2015). Game performance and understanding within a hybrid sport education season, Journal Teaching in Physical Education, 34, 363-383. 2015
Forrest, G., Webb, P. & Pearson, P. (2006). Teaching games for understanding a model for pre service teachers. Paper presented at ICHPER SD International Conference for Health, Physical Education, Recreation, Sport and Dance, 1st Oceanic Congress Wellington, New Zealand, 1 4 October. 2006
Garn, A., & Byra, M. (2002). Psychomotor, cognitive, and social development spectrum style. Teaching Elementary Physical Education, 13, 2, 8-13
Gil-Arias, A., Harvey, S., CaÂrceles, A., PraÂxedes ,A. & Del Villar, F. (2017).Impact of a hybrid TGfU-Sport Education unit on student motivation in physical education. PLoS ONE, 12, e0179876. 148 Italo Sannicandro, Dario Colella, Pierpaolo Limone.
Gréhaigne, J.F., Richard, J.F. & Griffin, L.L. (2005). Teaching and learning team sports and games. New York: Routledge Falmer.
Gréhaigne, J.F., Wallian N. & Godbout, P. (2005). Tactical-decision learning model and students’ practices. Physical Education and Sport Pedagogy, 10, 255-270
Hopper, T. (1988). Teaching games for understanding using principles of play. Canadian Association of Health, Physical Education, Recreation and Dance, 64, 1–5
Jones, RJA., Marshall, S., & Peters, DM. (2010). Can we play a game now? The intrinsic value of TGfU. European Journal Physical Health Education, 4, 57-63
Kendall, J., Eloi, S. & Harvey, S. (2014). Teaching games for understanding as a positive and versatile approach to teaching adapted games. European Journal of Adapted Physical Activity, 7, 6-20
Kirk, D. & Macdonald, D. (1998). Situated learning in physical education. Journal of Teaching in Physical Education, 17, 376-387
Kirk, D. & MacPhail, A. (2002). Teaching games for understanding and situated learning: Rethinking the Bunker-Thorpe model. Journal of Teaching in Physical Education, 21, 177192
Light, T.S. (2006). Culture, embodied experience and teachers’ development of TGfU in Australia and Singapore. European Physical Education Review, 12:, 99-117
Light, R. (2002). Engaging the body in learning: promoting cognition in games through TgfU. ACHPER Healthy Lifestyles Journal, 49, 23 26. Memmert, D., Almond, L., Bunker, D., Butler, J., Fasold, F., Griffin, L.L., Wolfgang, H., Klatt, S., Klein-Soetebier, S., Konig, S., Nopp, S., Rathschlag, M., Schul, K., Schwab, S., Thorpe,.
R. & Furley, P. (2015). Top 10 Research Questions Related to Teaching Games for Understanding. Research Quarterly for Exercise and Sport, 86, 347–359
Moy, B., Renshaw, I. & Davids, K. (2015). The impact of nonlinear pedagogy on physical education teacher education students’ intrinsic motivation. Physical Education and Sport Pedagogy, 21, 517-538. Myer, G.D., Faigenbaum, A.D., Edwards, N.M, Clark, J.F., Best, T.M. & Sallis, R.E. (2015). Sixty minutes of what? A developing brain perspective for activating children with an integrative exercise approach. British Journal Sports Medicine, 0, 1–9
Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19, 317-328
Olivieri, D. (2016). Mente-corpo, cervello, educazione: l’educazione fisica nell’ottica delle neuroscienze. Formazione & Insegnamento, XIV, 89-106
Pearson, P., & Webb, P. (2008). Developing effective questioning in Teaching Games for Understanding. 1st Asia Pacific Sport in Education Conference. Sturt Campus, Adelaide: Flinders University.
Pesce, C. (2002). Insegnamento prescrittivo o apprendimento euristico? SdS Rivista di Cultura Sportiva. Coni, 55, 1-18
Piltz, W (2004). Reading the game. A key component of effective instruction in teaching and coaching, Paper presented at the 2nd International Conference Teaching Sport and Physical Education for Understanding, Melbourne, December 11-14
Rink, J. E., French, K. E.& Tjeerdsma, B.L. (1996). Foundations for the learning and instruction of sports and games. Journal of Teaching in Physical Education, 15, 399-341
Robinson, D.B. & Foran, A. (2011). Pre-Service Physical Education Teachers’ Implementation of “TGfU Tennis”: Assessing Elementary Students’ Game Play Using the GPAI, Revue EPS/ PHEnex Journal, 3, 1-19
Sánchez-Gómez, R., Devís-Devís, J., & Navarro-Adelantado, V. (2014). El modelo Teach-ing Games for Understanding en el context internacional y español: una perspectiva histórica. Ágora para la educación física y el deporte, 16, 197-213
Schmidt, R.A.& Wrisberg, C.A. (2000). Apprendimento motorio e prestazione. Roma: Società Stampa Sportiva.
Schmidt, R.A.& Lee, T.D. (1999). Motor control and learning: behavioral emphasis. Champaign, IL: Human Kinetics.
Schmidt, R.A. (1975). A schema theory of discrete motor skill learning. Psychological Review, 82, 225-26. 149 Italo Sannicandro, Dario Colella, Pierpaolo Limone.
Sgrò, F. & Lipoma, M. (2019). Riflessioni sull’utilizzo dei Tactical Games Model nella scuola primaria. Formazione & Insegnamento, XVII, 193-205
Shuell, TJ. (1986). Cognitive conceptions of learning, Review of Educational Research, 56, 411-436
Sinelnikov, OA., Wallhead, T.& Layne, T. (2014). Perceived and actual motivational climate of a mastery-involving sport education season. Eur Phys Educ Rev, 20, 215-228
Stolz, S. & Pill, S. (2014). Teaching games and sport for understanding: Exploring and reconsidering its relevance in physical education. European Physical Education Review, 20, 3671
SueSee, B., Pill, S., Edwards, K. (2016). Reconciling approaches- a game centred approach to sport teaching and Mosston’s Spectrum of teaching styles. European Journal of physical education and sport sciences, 2, 4, 69-96
Suits, BH. (1978). The Grasshopper: Games, Life and Utopia, Broadview Encore Editors.
Thorpe, R. & Bunker, D. (1982). From theory to practice: Two examples of an “understanding approach” o the teaching of games. Bulletin of Physical Education, 18, 5-8
Tomporowski, P.D., McCullick, B., Pendleton, D.M. & Pesce, C. (2015). Exercise and children’s cognition: The role of exercise characteristics and a place for metacognition. Journal of Sport and Health Science, 4:, 47-55
Turner, A.P. & Martinek, T.J. (1999). An investigation into teaching games for Understanding: Effects on skill, knowledge, and game play. Research Quarterly for Exercise and Sport, 70, 286-296
Turner, A. (1996). Teaching for understanding myth or reality? Journal of Physical Education, Recreation, and Dance, 67, 46-48
Viscione, I. Invernizzi, P.L. & Raiola, G. (2019). Physical education in secondary higher school, Journal of Human Sport and Exercise, 14(4proc), S706-S712
Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press, Cambridge, MA.
Wallhead, T.L. & Deglau, D. (2004). Effect of a tactical games approach on student motivation in physical education. Research Quarterly Exercise Sport, 75 (suppl 1), A84
Ward, G.& Griggs, G. (2011). Principles of Play: a proposed framework towards a holistic overview of games in primary Physical Education. Education, 39, 499–516
Webb, P. & Pearson, P. (2008). An Integrated Approach to Teaching Games for Understanding (TGfU). University of Wollongong, Faculty of Education.
Webb, P.& Thompson, C. (1998). Developing thinking players: Game sense in coaching and teaching. In, Sports Coach 1998: 1998 National Coaching and Officiating Conference, 25 28 November 1998, Melbourne, Victoria, Unpublished papers, Australian Coaching Council, Australian Sports Commission, 2, 610 613
Wener, P., Thorpe, R. & Bunker, D. (1996). Teaching games for understanding: evolution of a model. The Journal of Physical Education, Recreation & Dance, 67, 28 33. 150