Competencias Básicas: sobre la exclusión de la competencia motriz y las aportaciones desde la Educación Física (Key competences: on the exclusion of the motor competence and the contribution from the Physical Education)

Abstract

La competencia motriz no ha sido reconocida en el marco de la LOE como una competencia básica de pleno derecho. En su lugar, parece pretenderse que la competencia en el conocimiento e interacción con el mundo físico asuma esta laguna atribuyéndosele como ámbito propio el desarrollo de la capacidad para lograr una vida saludable en un entorno también saludable. Sin embargo, el concepto de competencia motriz es más amplio y no parece quedar plenamente representado. Este hecho limita el carácter integrador del nuevo modelo de trabajo por competencias y deja en desventaja al docente del área, descompensando el propio trabajo interdisciplinar. Pese a ello, la Educación Física es una materia privilegiada para contribuir a la adquisición de las competencias básicas finalmente seleccionadas, e instrumentalizar el trabajo docente interdisciplinar, ya que centra su acción educativa en el desarrollo de una cultura corporal y en la propia motricidad, proporcionando al alumnado experiencias que demandan interacciones con el entorno físico, social, emocional y cultural. Este trabajo ofrece múltiples ejemplos de cómo articular actividades y estrategias que conectan los contenidos de la Educación Física con cada una de las competencias básicas reconocidas, a sabiendas de estar en el primer paso de la enseñanza interdisciplinar.Abstract: The motor competence has not been recognized within the framework of the LOE like a key competence of right full. In its place, it seems pretend to that the competence in the knowledge and interaction with the physical world assumes this omission attributing him the development of the capacity to obtain a healthful life in also healthful surroundings. Nevertheless, the concept of motor competence is broader and it does not seem to be totally represented. This fact limits the integrating characteristic of the new model of work by competences and leaves disadvantaged to profesionals of the area, unbalancing the own interdisciplinary work. In spite of it, the Physical Education is a privileged subject to contribute to the acquisition of the key competences finally selected, and to exploit the interdisciplinary educational work, since it centers his educative action in the development of a corporal culture and in the own mobility, providing the pupils experiences that demand interactions with the physical, social, emotional and cultural surroundings. This work offers many examples of how articulating activities and strategies that connect the contents of the Physical Education with each one of the recognized key competences, knowing that this implementation is the first step in the interdisciplinar teaching.

Prediction model for the inclusion of key competences in the primary school curriculum through the teachers’ perceptions in the Region de Murcia / Modelo de predicción para la inclusión de las competencias en el currículo de educación primaria según la percepción del profesorado de la Región de Murcia

“…Calderón et al (2018), García-Ruiz and Castro (2012) and Méndez-Alonso et al ( 2015) also stressed the need for effective pre-service and continuous teacher education given the challenge of implementing the key competences in the curriculum. With regard to the second, the hypothetical prediction model corroborated the theoretical suggestions found earlier in the literature on teachers' perceptions of including the key competences, that is, the need for specific pre-service and continuous teacher education as the key to teachers performing their functions and applying the methodological principles which would allow the contents to be developed and the curricular objectives to be reached, bearing in mind the demand for competences (e.g., Méndez-Giménez et al, 2013;Sierra-Arizmendiarrieta et al, 2013).…”

“…This learning approach forces the teacher to take on a new role, which also requires specific training (e.g., Álvarez-Castrillón, Rodríguez-Martín, & Álvarez-Arregui, 2014;Capraro, Capraro, & Helfeldt, 2010;De-Juanas, Martín, & Pesquero, 2016;Lleixà, Capllonch, & González, 2015;Méndez-Alonso, Méndez-Giménez, & Fernández-Río, 2015;Méndez-Giménez, Sierra-Arizmendiarrieta, & Mañana-Rodr íguez, 2013;Ramírez, 2016;Villa, Campo, Arranz, Villa, & García, 2013). Teachers' resistance, the lack of training, the lack of interdisciplinary studies among teachers and the sociopolitical context have been highlighted as major limitations (Méndez-Giménez et al, 2013), which means that the change sought by the administration is not having the desired effects (Monarca & Rappoport, 2013). In view of this situation, it is essential to ascertain teachers' attitudes in order to adapt pre-service and continuous teacher education to both this perception and specific social needs (e.g., Borko, 2004;Desimone, 2009;García-Ruiz & Castro, 2012;O'Brien & Furlong, 2015;Parker, Patton, & O´Sullivan, 2016;WestEd, 2002).…”

“…Likewise, another goal is to develop the adaptations required by students with special educational needs, bearing in mind different paces of learning, by fostering autonomy and group work (Real Decreto 126/2014). There is no doubt that aligning the curricular elements around competency-based learning requires interdisciplinary, cooperative work among teachers (Méndez-Giménez et al, 2013;Sierra-Arizmendiarrieta et al, 2013).…”

“…Generally speaking, primary school teachers are somewhat lukewarm about the potential of the basic key competences, and they express a somewhat unclear, indecisive and irresolute opinion on incorporating them into the curriculum (Méndez-Giménez et al, 2013). Despite the fact that teachers generally fulfil the administrative task of integrating the key competences into their programming, the practical implementation of this paradigm in classrooms is not very evident (Méndez-Alonso et al, 2015).…”

Situación de aprendizaje en Educación Física y Física y Química: el enfoque interdisciplinar en la LOMLOE (Learning situation in Physical Education and Physics and Chemistry: interdisciplinary work in LOMLOE)

“…La evolución de los conceptos es clara y algunos autores distinguen entre desarrollar un currículum interdisciplinar y uno integrado. El primero es aquel en el cual, desde una materia, se utilizan actividades que tratan de reforzar el conocimiento o las habilidades de otras áreas, materias o ámbitos curriculares, mien-tras que el segundo tiene menos definidos los límites de las materias y se organiza en torno a determinados temas (Méndez-Giménez, et al, 2009) que, en muchas ocasiones, se vinculan a cuestiones sociales, problemas internacionales o relacionados con la tecnología (Siedentop, et al, 2004). Lo que parece evidente es que establecer relaciones entre materias y su implementación consensuada facilita el desarrollo integrado de todas las competencias de la etapa (Díaz-Lucea, 2010), así como la incorporación de los contenidos de carácter transversal a todas las materias (LOMLOE, 2020), generando una transferencia del aprendizaje adquirido a la vida.…”