Physical education and the comprehensive model in the inclusion of the university student. Year 2019

Authors

  • Carlos Freddy Macías Cantos

DOI:

https://doi.org/10.46932/sfjdv2n2-039

Keywords:

Comprehensive model, sports learning, reflection and critical analysis, participation, Games

Abstract

The research focused on the use of the comprehensive model as a pedagogical instrument in the physical education class for university students.  Theoretically, it was based on the contributions that originated in the proposals of Bunker and Thorpe (1982), at the University of Loughborough, who proposed the so-called comprehensive approach to the teaching of games or sports, Teaching Games for Understanding (TGfU)  , Didactic Manual of the Socio-Sports Foundation Real Madrid (2015), Martin, Nicolaus, Ostrowski and Rost (2004), Benedek Endre (2006), among others.  Content analysis was used for the development of the research.  Among the methodological principles, the following stand out: -Integrative tasks for different contents, encourage maximum student participation (inclusion), development of perception, decision and execution mechanisms, problem solving (improvement of self-esteem, autonomy and creativity);  Regarding pedagogical principles, it is based on the comprehensive model (appendix of constructivism), where the center of learning is the student and therefore the author of their own knowledge.

Published

2021-05-10