Educación física y praxiología motriz

Abstract

El punto de partida es un breve análisis de los problemas a los cuales se enfrenta la Educación Física, de los diferentes aspectos de la crisis y el señalamiento de cuáles han sido las respuestas clásicas y conservadoras, frente a todo ello. En ese marco, se reivindica la necesidad de una ciencia de la acción motriz o praxiología motriz. La Educación Física es una práctica de intervención educativa que puede ser esclarecida a través de procesos científicos. Mediante el concepto conducta motriz ubicamos al ser que se mueve, y no al movimiento o al cuerpo, en el centro del acto educativo. Aportando a las diferentes dimensiones de la personalidad humana, esta perspectiva permite situar a la Educación Física dentro del campo educativo. Al momento de proponer situaciones motrices el docente deberá tener en cuenta la lógica interna de las prácticas y los dominios de acción motriz. Se concluye que la praxiología motriz no debe ser confundida con la Educación Física, pero sí puede arrojar luz respecto a la coherencia y a la adecuación de las prácticas a los efectos educativos buscados, todo ello en una constante ida y vuelta entre la reflexión teórica y la realización práctica.

Student Moods Before and After Body Expression and Dance Assessments. Gender Perspective

“…Through their internal logic ( Parlebas, 1988 , 2001 , 2017 ), we observe different possibilities for interpersonal relationships. In this sense, the contribution of authors such as Urdangarín (2009) , on Basque dances, or Mateu (2010) on collective dances, are worth highlighting, specially from the perspective afforded by Professor Pierre Parlebas regarding the science of motor action.…”

“…Many authors place motor expression practices among the domains of motor action, which were labeled as Artistic Physical Activities by Parlebas (2001) . We define them as cooperative psychomotor or sociomotor practices in which a praxis and a symbolic dimension are combined ( Mateu, 2010 ; Mateu and Bortoleto, 2011 ; Torrents et al, 2011 ; Mateu and Torrents, 2012 ; Mateu and Lavega, 2017 ).…”

“…There are also studies on the internal logic ( Parlebas, 2001 ) of the different types of dances, in relation to collective dances ( Larraz, 1989 ; Plana, 1993 ), contemporary dance ( Guerber Walsh et al, 1991 ; Comandé, 2002 ), classical dance ( Troya, 2015 ), Spanish dance (teachers at the Professional Dance Conservatory of the Institut del Teatre de Barcelona), capoeira ( Jaqueira and Araujo, 2013 ; Ríos, 2015 ), or urban dances ( Bérillon and Ramires, 2014 ). In all of them, the different forms of interpersonal relationships that can be established stand out, in addition to the various forms of relationships with the space, time, and objects involved.…”

Traditional Sporting Games as Emotional Communities: The Case of Alcover and Moll’s Catalan–Valencian–Balearic Dictionary

“…After school, during weekends and holidays, children and young people are used to playing with other people, weaving very special bonds of friendship and interpersonal relationships. In these scenarios, the TSG is a miniature society, where the protagonists learn to live together in the community ( Parlebas, 2001 ). The TSGs anchor aspects of culture and weave bodily techniques or habitus of attitudes, gestures, and social preferences ( Mauss, 1936 ; Geertz, 1983 ).…”

“…The science of motor action offers scientific fundamentals to study the internal logic of the TSG, that is, the properties contained in the rules, independently of the characteristics of their protagonists ( Parlebas, 2001 ). The internal logic is defined by “the system of relevant traits of a motor situation and the subsequent consequences in the completion of the corresponding motor action” ( Parlebas, 2001 , p. 216).…”