Teaching unit: 'Nothing is further from reality. " Leisure and physical tasks deportivascon imaginary material
Professor Motor Games (3 rd Faculty of Sport) Universidad Pablo de Olavide, Sevilla. (Spain) Dr. Julio Angel Herrador
Sánchez julio_herrador@hotmail.com
Abstract A large proportion of schools in general and some departments of Physical Education in particular, not only have inventoried material and sometimes useless, but also with varied resources that are very costly for the department, and sometimes not used, either through ignorance or because teachers prefer to carry out the teaching of sports and activities traditionally more settled. Therefore, this initial idea, made us think that could be extrapolated to the physical education classes, including a session where the material used was imaginary. Keywords: Game. Material resources. Creativity.
http://www.efdeportes.com/ Magazine Digital - Buenos Aires - Year 12 - No. 112 - September 2007
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The technological revolution, globalization, the enormous growth of cities and changes in attitudes associated with these phenomena has led to a radical change in the play behavior of the population , so it is difficult to see in our towns and cities "gangs" of children recreating the traditional leisure activities provided. No wonder they start to see evidence of extinction of the rich recreational and traditional peoples (Latorre, 2002). As indicated by Catalan (1970) each passing generation, takes him to irreparably always a beautiful part of traditional heritage.
Blández (1995) says that each material, by its nature offers a different driving opportunities, and today, physical education teachers aware of this situation, try to find the resources to drive further enrichment of its students. In addition to conventional materials in the area such as hoops, balls, ropes, mats etc. are introducing new components such as drums, textiles, tires in order to motivate the students by inviting it to touch, throw, jump, build and imagine discovering through their experiences. As for the type
Toy and materials used throughout history, Gorris (1976) contains a number of games and resources used, depending on its developments at over the years, among which are: Chess, rings, boats, cribs, bowling, decal, marbles, rattles, swings, bowling, dice, comets, pellets, puppets, dolls, top, top, spinning top, yo-yo, etc.
The study shows significant overlap toys from a historical and geographical. Similar objects arise in heterogeneous cultures isolated from each other temporally and geographically. The doll, like the ball, the bell, the top and figures of animals appear in almost all civilizations.
Traditional games are also implied the use of resources used to implement them. We are referring to the creation and use of materials or toys that have undergone an evolutionary process parallel to the game, so the bow or arrow rudimentary elaborábamos when we were children, has been replaced by accurate and precise replicas imitation firearms (González , 1987). This inevitably leads to a lack of originality and creativity in children, impacting negatively on the development of cognitive processes and impairment of symbolic thought and imaginative children. Piaget (1982). What
and we claim we are proposing with this proposal is to play games and sports with imaginary material, to encourage creativity and consumer education.
Objectives
playful situations without using equipment, material or imaginary. Implement
traditional games imagining the material. Practice
sports (Basketball, Volleyball, Soccer, etc..) And racket sports (badminton, tennis, etc..) Without using balls, balls etc. Work
in parallel with the concept of mainstreaming (consumer education).
cover several blocks of content (Physical Condition, games and sports and body language).
Didactic application in the field of Physical Education
In this work, from the legislative perspective of physical activity highlight:
In primary education through the third block of content (games) that establishes the RD 830/2003 of 29 June that develops LOCE (2002), BOE n º 157 of July 2. The game is an essential part of the curriculum of primary education in three levels. Thus, taking into account: the Decree 105/1992 of 9 June - 20 June BOJA - which regulates the teaching curriculum for primary education and the Order of November 4, 1992 on sequencing Content Area Physical Education, Primary Education Correspondent), raises a number of objectives, contents and methodological guidelines. The objectives are:
play games
know and appreciate different forms of physical activity. Develop
games and other activities in different environments. Use
expressive resources of the body.
The game at this stage is used as an object of study and as a methodological strategy, is something that is present in our area so inherent to it, a block being applied to the various contents in the other two blocks.
Games are an organized form of motor activity both formal and spontaneous and evolves over the stage, while the students themselves, thus following a sequence conveniently exploiting the intrinsic motivation of this type of content, ultimately is an essential aspect of any given primary education component globalization.
In Secondary Education, through the block of games and sports content, according to the RD 3473/2000 of 29 December on the core curricula of the ESO (BOE n º 14, January 16, 2001 ) and the RD 831/2003 of 29 June that develops LOCE (2002), BOE n º 158 of July 3. The above raises RD 3473/2000 overall stage thirteen objectives, among which, referring to the physical education area we have selected the following for the implementation of this work: "To participate, regardless of skill level attained in physical activity and sports, developing attitudes of cooperation and respect, rate the relationship with physical activity and recognizing their own cultural value of indigenous sports and games that relate to their community. "
In high school, also work with games and sports content, as specified in RD 3474/2000 of 29 December, establishing the structure and curriculum for Secondary Education (BOE n º 14, January 16, 2001) and the RD 832/2003 of 29 June that develops LOCE ( 2002), BOE n º 159 of July 4. to be taken into account that physical education at this stage is aimed at deepening the understanding of the body and their ability to drive, so that games can play a major role in achieving this goal.
Currently many teachers, professors, instructors, entertainers, etc.. including in their programming content related to the game, even devote exclusive attention to traditional and popular games, considering them an important part of the education of their students. Somehow, the aim is to rescue the lost recreational assets over time, introducing it as sessions or activities that contribute to achieving the overall objectives and stage area proposed by the MEC in the Curricular Design Base (1989).
As to block content and Sports Games we have extracted the most relevant with respect to traditional games:
Concepts
indigenous sports and games. Defining
popular and traditional sport game.
Classification and examples. Games and sports
characteristic of different regions
sociocultural aspects of sport.
popular games and sports community.
Procedures
Research and sports and indigenous games. Research
the origin, history and development of indigenous games and sports. Running
specific gestures of indigenous sports and games.
Implementation of standards and rules of sports and indigenous games. Knowledge of the traditions
community sports, indigenous sports, practicing search and processing equipment and guides on popular sports.
Attitudes
Assessment of indigenous sports and games as a link and part of the cultural heritage of the community.
awareness for the conservation of indigenous sports and games.
Bias toward the practice of indigenous sports and games. Acceptance
local sports games and cultural part of the practitioner.
Respect in the use of equipment and utensils own indigenous games and sports.
Maintaining a critical attitude towards socio-cultural phenomena related to sports.
Cross-cutting themes
We start from the belief that cross-cutting themes should permeate every activity fun and be there permanently, as they relate to problems and concerns of society. Through play with imaginary material being analyzed can address the following contents:
Consumer Education: To present critically habits of consumer society in the world of physical activities and sports, showing how different interests have emerged that have no educational purpose, but good business sense, consumer brands and products (toys) that try to take advantage of the importance that society attaches to sport and recreational phenomenon. In this case, it would be interesting to try to imbue in students, involvement in caring for the material, which some countries do not have.
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