The role of physical education in the achievement of international recommendations: A study based on pedagogical models

Abstract

Physical activity (PA) has been associated with numerous benefits. The World Health Organization recommends practicing 60 minutes of Moderate to Vigorous PA (MVPA). However, young people are not achieving these recommendations. Physical education, due to their purely motor character has been highlighted as a change agent. Traditional sport teaching has not attracted young people to the achievement of these objectives. Thus, new models, such as Sport Education, have been proposed to increase the students' interest. The objectives of this study were to evaluate the PA in two pedagogical models in PE lessons, as well as the differences in the teaching process phases. In addition, there were checked if there existed PA differences in terms of gender and to determine the contribution of each model to the MVPA in primary education students. The results showed that Sport Education helped to the achievement of a greater MVPA percentage than the Direct Instruction in both genders, with a varying contribution of the different phases.

Curricular proposal through the traditional game of Mate: Tool for improving perceptual-decisional skills in Secondary school physical education students (Propuesta didáctica mediante el juego tradicional del Mate: Herramienta para la mejora de las habil

“…In this way, it is possible to 'deny' the person the possibility of asking questions, interpreting the situation and, ultimately, understanding and acting according to the internal logic of the game or sport in question, behaving autonomously and thoughtfully for it, which are the main purposes that we try to fulfill with our proposal, following another more recent paradigm, which emerged a few decades ago, and which is called the constructivist model for sports initiation (Contreras, De La Torre and Velázquez, 2001;González-Víllora, Evangelio, Guijarro & Rocamora, 2020). In it, and as in the MATE, the student is part of the learning process itself (González-Víllora, García-López, Gutiérrez-Díaz & Pastor-Vicedo, 2013), with the mediation of the teacher, so that they no longer are only limited to being a passive recipient of a large amount of information, but now it also autonomously uses cognitive thinking and abilities to develop the corresponding game or sport (Guijarro, Rocamora, González-Víllora & Arias-Palencia, 2019).…”

The effects of the Jigsaw method on students’ physical activity in physical education: The role of student sex and habituation

“…When implementing specific pedagogical strategies or methods (e.g. Sport Education), the establishment of routines is important to allow more efficient work (Guijarro et al, 2019; Hastie and Trost, 2002). Nevertheless, the implementation of such strategies or methods is demanding for both teachers and students (Stanczak et al, 2022).…”

Physical Education: Study of different perceptions of students on the concept of Physical Education in First Middle School and Vocational Middle School

“…By carrying out the right learning, the students are able to become qualified and competitive figures, and are expected to be able to use their competence to participate actively in the family and community. Guijarro et al, (2020) states that the physical education contribution at school is as a good and suitable context to teach about living skill. The reasons are: (1) living skill and physical skills is studied with the same way through demonstrations and exercises, (2) there are a lot of skills that is learned in physical education that can be diverted to the living field, that is ability for working under pressure, ability for solving problem in deadline time and or certain challenge, ability for setting goals, ability for communicating and collaborating, ability for handling problem in success and failure condition, ability for accepting bait and getting benefit from it, (3) physical education in sports format is activity that is popular among students and society.…”

“…From the aspect of its shape movement, according to Lovecchio et al, (2019) : Quennerstedt & Larsson, (2015) physical education teacher and trains technique practices from various individual games and teams, water activities such as swimming, gymnastics, athletics, sports for fitness, and various dances. Guijarro et al, (2020) : Hills et al, (2015) states that physical education does not only teach sports, but also more than that, scope of physical education is wider, that covers development and maintenance of body, gymnastics, and athletics, even includes knowledge about diet, exercise and hygiene, as well as physical training focused on musculo-skeletal and psycho-social mechanism (Jones, 2007).…”