VIDEO HOOP PASS ( TEAMWORK, LATERALITY)

VIDEO (EXAMPLE KINDERGARTEN CLASS)

TEACHING STYLES IN PHYSICAL EDUCATION

REFERENCE PAGES

www.efdeportes.com





www.pecentral.org

IMPORTANT DEFINITIONS

MOTRICITY

The term motor is used in the health field and refers to the ability of a body part, this being a set of voluntary and involuntary acts coordinated and synchronized by the various motor units (muscles).

Gross motor skills

The gross motor itself tends to make drastic and instructurales movements, ie movements is done with primitive sense mediocre neurodevelopmental engage larger muscle groups involving greater application of force, speed and distance of movement. Example, running, jumping, pushing, throwing, etc.

medium motricity

Move the limbs without scrolling.


fine motor skills

Fine motor refers to much more precise voluntary movements, which involve smaller muscle groups that require greater coordination. Refers to grasps or holds precisely that facilitates activities. All duly organized and synchronized previously.

CONDITIONAL CAPACITIES

Is the realization of physical activities and movements with the implementation of a capacity and are also innate human skills can morphological or psychological. Importantly for improvement need constant training and physical adaptation.

These skills and abilities and are classified according to sensorimotor and energetic qualities. And are classified as:

Coordinative Capacities

It is the ability to coordinate a movement for example General As are regulation and direction of movement, adaptation and motor changes. Are special guidance, balance, rhythm, anticipation, differentiation, coordination. Complex motor learning is the flexibility and mobility or active, passive.

Conditional Capacities

These capabilities are found in motor actions according to the release and exchange energy substances in the body during or after this physical activity. And are divided into:

strength

Extension is the ability to dare muscle tendons, is exerted to overcome resistance static or dynamic according to a muscular contraction. They are divided into three:

Maximum Strength

This force is exerted to overcome a load of external force with a maximum length of muscles, this force is developed in high-performance athletes, including activities such as Judo, Wrestling, launches the Athletics area.

Explosive Strength

This force is exerted on a fast muscle contraction to overcome external resistance when the speed mentioned refers to the minimum time of the activity or physical action. And it is very common that this force is reflected in the use of the body weight of the same person, with light implements such as: medicine balls and objects that your weight is small and weightlifting exercises.

Resistance strength

It is the human capacity to resist the onset of fatigue in prolonged physical activity in exercises such as rowing, cycling path, in athletics and swimming in the middle distance events and background.


Velocity

It is the human capacity to exercise a movement in a short time and you can see reflected in physical activities such as athletics or ciclismo.


Resistance

It is the ability to prolong the arrival of fatigue during physical activity or effort. Y is divided into:

aerobic

Endurance capacity is a physical activity, which is developed with a high oxygen consumption at a time a little longer.

anaerobic

It is the capacity to resist physical activity, which is developed with a lower oxygen consumption in less time.


flexibility

It is the ability to stretch the muscles to a certain limit this is done without the muscle is damaged. It is important to perform this action after an activity or physical exertion.

PHASES OF PHYSICAL EDUCATION CLASS

Lopez-Pastor et al. (2003) refer to three moments that should have all PE session:


1.  Meeting Time
2.  Timing of motor activity
3.  Farewell Moment



1.  Meeting time (Initial or preparatory). Includes a presentation phase of the activity (introducing the topic, behaviors that are to be developed, to conduct activities and organization of groups and items) and another phase of both physiological and psychological preparation by conducting a series of light exercises and acquaintances with previously not requiring much explanation and played forms conducive to student motivation. Considering the forty-five minutes real time, its duration should not exceed ten minutes.

Activation or heat: is the initial part of the whole motor learning session, prepares the body for more intense activities promoting motor development, creating a playful and fantasy, avoiding possible lesions

The tasks that are proposed in the initial part should be varied and entertaining

2. Timing of motor activity: The preparatory part must be directly related to the second part of the session and that means that the selection of tasks predisposes and enables the central theme of the session. Therefore, this part should be a progressive thought put into action as a period of physiological and psychological adaptation to the theme of the class.


Main or essential part. It is one in which develops the theme of the session. The selection of the tasks will be based on the objectives set and at this stage is reached when the periods of most intense activity, the maximum being due care aspects of the characteristics of loads and their corresponding effort breaks or recoveries. It lasts approximately thirty to thirty five minutes.

3. Farewall moment (Final part or cool down). Its purpose is to facilitate the gradual return to the state standards (physiological and psychological) by performing activities of sensory nature, relaxation and stretching. The final part of a session should not be a separate phase or special treatment because its going to depend on the main part, considering the effort made during the early part.

PHYSICAL ACTIVITY AND RECOMMENDED ACTIVITIES 
IN EACH GRADE

FIRST GRADE

SUGGESTED DIDACTICS STRATEGIES:

• integration and socialization Games

• Cooperative games

• Sensory Play

• Body language

• Role playing games

• Played Forms

• Games persecution

• Sets of rules

MATERIALS:

Balloons, paper, balls, ropes, hoops, chalk, tape, scarves, sheets, soap bubbles.

In the student learning outcomes

- Recognizes different body segments, the names and places to perceive both static

And dynamically.

- Identify physical characteristics and provides each student presents similarities with others

SECOND GRADE

SUGGESTED TEACHING STRATEGIES:

• Played Forms

• Motor Action Circuits

• integration and socialization Games

• Set of rules

• Role playing games

MATERIALS:

Balls, recorder, music CDs, mats, canes, one-liter cans, sheets or large cloth,

Rackets and balls.

In the student learning outcomes

- Move your body perceives and understands the meaning and intent of their actions.

- Create original forms of expression and communication.

- Express everything that identifies you and through what they print their identity.

THIRD GRADE

SUGGESTED  DIDACTICS STRATEGIES:

• Played Forms

• Role playing games

• Set of persecution

• Circuit motor action

• Set of rules

• Games of interaction and socialization.

MATERIALS:

Strings, newspaper, vinyl and sponge balls, mattresses, boats or cones, plastic bottles

Learning outcomes:

- Understand that a problem should look at not only a possible solution, but according to several

Their own possibilities and basic movement patterns.

- Recognize how valuable contributions that make his teammates to approach

Presented.

- Sets oral communication links through collaborative work which increases their

Social and affective relationships.

FOURTH GRADE

SUGGESTED DIDACTICS STRATEGIES:

• Motor Action Circuits

• Played Forms

• Sets of rules

• Traditional game.

• Interaction Games

• Role playing games

• Cooperative games

• Recreational activities

MATERIALS:

Hoops, balls and sponge vinyl, rope, cardboard, paper, balloons, frisbees, tires, springs, little bags, small objects or stones, large cloth or mat, large pieces of cardboard.

EXPECTED LEARNING

- Become aware of the correct postural available in various motor actions.

- Perceive the difference in their breathing capacity inadequate to correct positions.

- Access to a stable and calm emotional state by controlling his breathing and relaxation.

FIFTH GRADE

SUGGESTED DIDACTICS STRATEGIES:

• Rally

• Games of interaction and socialization

• Recreational activities

• Indigenous and traditional game

• Amended and cooperative game

• Circuits motor action.

• Set of rules

• Educational itinerary rhythmic

• Body language

• Played Forms

• Modified Games

MATERIALS:

Cards, hoops, balls, rods, cones, frisbees, mats, bags, boxes.

learning outcomes

- Compare their performance engines with their peers and build forms of gambling

Participatory and inclusive.

- Distinguishes the best way to use their skills in developing a game engine and

Game situations immediately with a lower energy

Improve your agility through rapid, fluid movements, causing responses controlled by

Physical exertion.

- Manipulate and control various objects, adapting their performances to basic motor skills

Such as throwing, catching and hitting

CONCEPT OF PHYSICAL EDUCATION DIDACTICS

Didactics comes from the Greek "didaktikos" (suitable for teaching).

The didactic concept refers to the study of teaching and learning. There are also definitions that say deals with the development of a theory of schoolwork. When designing the teaching, we must conceive it as a science, as someone who deals with the learner, who programs. And if science must proceed scientifically measured in hypothesis, is experienced, evaluators found ideas are theories, laws. Any class teacher must respond to this scientific process.

Characteristics of didactics

- It's science

- The art of teaching

- Study the teaching-learning process

- Assumes constant regulatory decisions

- Theory and practice

didactics physical education

The didactics of Physical Education focuses on practical knowledge, which acts as a synthesis between educational theory and principles underlying their action. Its main contribution is to try a number of skills that give some light to the processes of experimentation and innovation in the curriculum.

The difference between Physical Education and Sport.

Sports and physical education are not the same. Sport is one of the most important social phenomena of the twentieth century and now their presence in society is undeniable. Physical education is an educational practice that is anthropological supports the body and movement. Its aim is to influence the formation of the learner to make interventions on embodiment with the firm intention to meet, develop, cultivate and above all accept.

So sport and physical education are not the same, its principles and objectives are different, which helps us to locate, and view the former as a means of physical education, and a challenge for teachers of specialty. All educational acts intended to create, and physical education is from corporeality and mobility, fostering new ways, such as a taste for school and for life.

DEFINITION OF PSYSICAL EDUCATION

Physical education is the education that covers everything related to the use of the body. From a pedagogical point of view, helps the formation of the human being. That is, practice driving with his creative and intentional movements, the manifestation of corporeality through affective and cognitive processes of higher order. Similarly, it enhances the enjoyment of bodily mobilization and encourages participation in activities involving motor tasks. Similarly seeks coexistence, friendship and enjoyment and appreciation of the activities of the community

   - Physical education is to make the body a faithful instrument of adaptation to social and biological environment, through the development of its biological qualities, motor and psycho motor domain that would achieve the body (Le Boulch 1990).

     -  Physical education is the area of ​​the school concerned about the students' driving behavior (Parlebas 1976).

- Science, mode or system of education through movement (Garrote 1993).

We believe that physical education is an area of the curriculum that makes for education of the whole person, using the body and movement and improving the quality life

DIDACTICS OF PSYSICAL EDUCATION (INTRODUCTION)

DIDACTICS OF PHYSICAL EDUCATION

INTRODUCTION

society demands increasingly need to incorporate culture and education the knowledge and skills related to motor activity that contribute to improving quality of life, the growth of sedentary activity demands a body that compensates motor deficiencies, that is why the area of ​​physical education should be considered in all educational programs for elementary school-oriented, body care, body improvement and proper use of leisure.

Given that studies physical education and human movement used to assist in the training, and improving capacity of the individual, it is essential that future teachers learn psychomotor development processes, psychosocial and emotional by the student passes the elementary school.

This course aims participants to learn the basics of physical education, this being a tool for the development of the personality, in addition to the understanding of physical education as essential pedagogical agent for the development of the individual through movement. It also seeks to highlight the importance of physical education in elementary and well understanding of basic aspects of the body and the benefits they bring exercise habits for a healthy life, and to understand different activities for each stage of growth of children.

One goal of the course is to apply different methodological strategies such as guided discovery and problem solving to achieve successful learning in physical activity and the evaluation of oral skills in English language. It is very important to recognize the characteristics of teaching physical education in elementary school, and likewise know recommended various recreational activities and focusing on each stage of personal growth.