No abstract

Unlike Dickens's novel, this is not a tale of light and darkness, order and chaos, good and evil.. . It is, though, a story worth to be told about two standpoints about games and sports, teaching and research, physical education simply put, that have pursued similar interests on parallel tracks for too long, despite their apparent closeness and shared cultural grounds. The objective of this conceptual analysis is to try and reconcile two perspectives, namely motor praxeology and teaching games for understanding (TGfU), born in the last third of the XX century in France and England with the intention to rethink the foundations of physical education (PE) and sports teaching. Pierre Parlebas, from the French side of the English Channel, claimed in 1967 that sports make part of PE, that team sports must be considered from a specific, sociomotor point of view, and that motor conducts (i.e., the significative organisation of motor behaviour), not sports techniques, are the cornerstone of PE and sports coaching. In the early 1980s, from the English side of La Manche, Almond, Thorpe, and Bunker made a plea for a shift in the way to teach games (sporting collective duels mostly), deeply concerned by the negative impact of the traditional technics-centred approach on motivation, competence and attained level of the least able in school situations. Our conclusion is that TGfU, or game-based approaches to sports coaching and teaching, can take great advantage of the motor-praxeological rationale for three reasons: firstly, because concepts like understanding, game sense and action principles are operatively, semiotically linked to the reality of the playing process; secondly, because the inner structures of the games that constrain players and guide their motor conducts, permit to integrate games in the general system of sporting games, no matter their level of institutionalisation; finally, because any motor intervention process is better thought of and more systematically developed upon the operational concepts of internal logic and expected practical effects of game playing. This time, Paris could be the place to go to in search of solutions, not the city to run away from in hope of consolation.

Euskadiko Oinarrizko Hezkuntza arautzen duen Heziberri 2020 plana bukatzear dago. Testu hau heziketa fisikoaren arloak Heziberri berrian izan beharko lituzkeen irizpideen aurkezpen bat da. Jakina da indarrean dagoen dekretuak akzio motorraren zientziaren hainbat kontzeptu gako hartzen dituela bere baitan, jokabide motorra edo portaera motorra kasu. Orain berritzear dagoelarik, egokia ikusi da akzio motorrean oinarritzen den eta praxiologiarekiko koherentea den heziketa fisiko batek izan beharko lituzkeen irizpideak azaltzea. Heziketa fisikoaren barne logika aurkeztu ondoren, berariazko berezitasuna ematen dion akzio motorra kontutan hartuz, esku-hartzea osatzen duten arlo legegile, pedagogiko eta didaktikoak azaltzen dira. Beti ere akzio motorrean oinarritutako heziketa fisikoak arlo horietako bakoitzean bete beharko lituzkeen gidalerroak erakutsiz. Heziketa fisiko moderno bat eraikitzeko zutabeak jasoz eta irakasleon jarduna argituz eta zentzuz betez, Heziberri berrian jokabide motorren hezkuntza bermatzea da xedea.

No abstract

La acción motriz es la punta de lanza de la educación física, dice Parlebas, pero ¿qué posibilidad cabe de transformar esta declaración de principios en un currículo que oriente la reflexión pedagógica, la organización didáctica y la acción motriz de los distintos agentes escolares? Antes de avanzar hacia una nueva reforma legal, nos atrevemos a compartir los frutos de nuestro estudio y nuestros debates, tras identificar las tres cuestiones fundamentales de la educación física escolar e interpretarlas en clave praxiológica: la cátedra libre es, en realidad una cátedra cautiva por los derechos a la educación a la enseñanza que, en una sociedad abierta y democrática, fija los fines y los medios de enseñanza que limitan y orientan las decisiones docentes; la institución escolar genera una (in)compatibilidad lúdica que transforma la naturaleza del juego sin impedir, empero, que sean un medio de intervención formidable para la educación de las conductas de reproducción, de decisión, de convivencia y de expresión; por último, los efectos obtenidos por la educación física son transformaciones de las competencias motrices cuya evaluación práxica se puede concebir como una interpretación de signos situados.