SPORTS PEDAGOGY AND PHYSICAL EDUCATION: A CONVERGENCE TOWARDS AUTONOMY FROM THE CULTURAL MEANINGS OF SPORT
DOI:
https://doi.org/10.22456/1982-8918.96529Keywords:
Physical Education. Teaching. Sports. Collective Sports Games.Abstract
This article highlights a bifurcation in the movement for Physical Education (PE) renewal: the best-known theoretical strand challenges the traditional approach to sports teaching regarding the social role of PE and social reproduction. But it is the strand anchored in – constructivist and developmentalist – learning theories that reaches important results by improving the possibilities of Team Sports Games teaching methods, claiming the insufficiency of teaching focused on technique in those games, which would be detached from their tactical essence. Therefore, it emphasizes the convergence of those two strands: the search for subjects’ autonomy regarding their own sports practice. It shows that advance in social reproduction can only be given by the concepts that changed the teaching models of Collective Sports Games (CSG). It concludes that the solution would be based on teaching models that allowed resumption of the meaning of the games by showing the interweaving of CSG in the social fabric, thus enabling several forms of movement.
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