Fundamentos pedagógicos de la enseñanza comprensiva del deporte: una revisión de la literatura

• Autores: Manuel Tomás Abad Robles, Pedro José Benito Peinado, Francisco Javier Giménez Fuentes-Guerra, José Robles Rodríguez
• Localización: Cultura, ciencia y deporte, ISSN 1696-5043, Vol. 8, Nº. 23, 2013, págs. 137-146
• Idioma: español
• DOI: 10.12800/ccd.v8i23.300
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 39 Citas
• Resumen
  • español

    En los últimos años ha surgido un especial interés por desarrollar una teoría de conocimientos relativa a la enseñanza de los deportes. En este sentido, destaca el modelo de enseñanza comprensiva del deporte o Tea- ching Games for Understanding Model y sus variantes. Este enfoque ha sido relacionado con las teorías del aprendizaje cognitivo y constructivista y con el aprendizaje situado, y es considerado innovador en la enseñanza de los deportes. El objetivo de este trabajo fue describir y analizar las bases sobre las que se sustenta la enseñanza comprensiva del deporte, para lo cual se realizó una revisión bibliográfica sistemática. Los datos indicaron que el enfoque comprensivo se basa, fundamentalmente, en premisas relacionadas con las teorías del aprendizaje cognitivo, constructivista y aprendizaje situado. En este sentido, destacan algunos elementos que hacen referencia al deporte como contenido de enseñanza (juegos modificados, enseñanza contextualizada, transferencia del aprendizaje y enseñanza técnico-táctica); al alumno/jugador (centrado en el alumno/ jugador, ideas previas y motivación); y al profesor/entrenador (papel del profesor/entrenador, progresión en la enseñanza, resolución de problemas y conocimiento de resultados interrogativo).

  • English

    In recent years a special interest in developing a theory of knowledge related to the teaching of sports has emerged. The comprehensive model of sport teaching or Teaching Games for Understanding Model and its variants have stood out. This focus is related to cognitive and constructivist theories of learning and to situated learning, and it is considered to be innovative in the teaching of sport. The objective of this work was to describe and analyse the basis on which the comprehensive teaching of sport is built, and, to achieve this, a systematic revision of the bibliography was carried out. Data indicated that the comprehensive focus is based, fundamentally, on premises related to the theories of cognitive, constructivist and situated learning. In this sense, some elements stand out. They make a reference to sport as teaching content (games modified, contextualized teaching, transfer of learning and technical-tactical teaching); to the student/player (learner/player-centred, existing knowledge and motivation); and to the teacher/coach (role of the teacher/coach, progressive teaching, problem-solving and questioning).

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