1 .- INTRODUCTION
The teaching profession is a complex task that requires great skill to successfully meet the learning process. This work complex can only be done with proper professional training, a concept that physical education becomes more important by the lack of a universally accepted model of what we mean by effectiveness in the classroom.
What seems certain is that for physical education teachers need to acquire a series of didactic and pedagogic knowledge, while knowledge about the content of education, ie, on physical activity and sport. This "knowledge or" body of knowledge "is what identifies the specific nature of the profession of physical education, and a of items identified as "professional."
By "specific knowledge" that is acquired in initial training centers, university see, it is called academic knowledge, that is, theoretical knowledge. This knowledge, while important, must be completed with the mastery of teaching skills, the know-how, with practice. Each teacher's behavior in class, each of the skills to respond to a principle of efficiency, better teaching, that is, act in a way that students learn more.
teacher behavior may be different depending on the degree of professionalization.
We also understand the uncertain nature of teaching, which leads us to consider the teacher as a technician making complex decisions, and acts on the basis of practical knowledge, which he builds based on their experience, the review of theoretical and dialectical exchange with fellow professionals.
Therefore, and as a starting point, there are three components in the training of physical education: Principles
or theoretical knowledge acquired as academic, ie
theory or technical skills that are teaching skills, ie
practice or reflection on action, that comes with the practical knowledge and that is the connection between theory and practice
From here and above we can clearly taking a more comprehensive analysis of the teaching profession and all factors associated with it.
2 .- SPECIFIC PROBLEMS IN THE TEACHING OF PHYSICAL EDUCATION
Teachers live much of their lives in schools. Not surprisingly, therefore, that organizational features of schools and the nature of life the minute that occurs in them, drastically affect the kind of person who becomes a teacher over the years.
Future teachers should know the functioning of schools before starting work on them. If you have this knowledge, know in what way they operate and the power they have on teachers is easier to adapt. This good knowledge is essential to make changes.
2.1. SCHOOLS
tend to be bureaucratic. Lines of authority are clear and often rigid.
Schools address several competing interests such as parents, councils or school boards, the state department of education, professional organizations and students.
All members of the organization of a school rarely agree on the main objectives of the school. This may frustrate and complicate the life of Professor naive life in schools is not so simple.
Teachers may suffer, potentially at least, until they know what is the best organization to get it to perform certain tasks.
Schools tend to differ from many other organizations as their successes as an organization are difficult to define. People disagree about what should happen in school. Some believe that schools exist to teach the basic mechanisms of learning such as language, mathematics and knowledge of democracy, others see the schools as vocational training, while others believe that personal growth and are the targets autorealismo important. Often, the achievement of a group of targets almost prevents the attainment of others. Some schools, therefore, are at an impasse.
physical educators must find ways to communicate to parents and other stakeholders the objectives of the program and the degree of achievement of those objectives.
2.2. EARLY TEACHER
The new teachers when they start have many similar characteristics, problems and expectations. Typically, the teacher is both a young adult and entering a career for the first time (the feeling of the first entry is a greatest common denominator for most novice teachers). Therefore, begin a new stage of life often means new friends, new place to live and new responsibilities. Is the transition from college life to adulthood.
Schools have different structures and values \u200b\u200bthat the university training programs. These schools often reflect values community in which they are located. Public schools do not usually tolerate people who question the values \u200b\u200bimplicit in the policy and procedures of the school, especially when those who question it are beginning teachers who have just finished college. This is often a major conflict for the new teacher.
The first year of teaching is often a complex and often confusing. Students are tested for new teachers and if the test shows weaknesses could be that students try to go further in regard to these perceived weaknesses.
The discipline is usually the main focus in terms of efforts novice teacher and may be the case not familiar with the techniques of discipline.
The new teacher must decide whether to join a trade union of teachers, which may pose a problem because it can not be prepared to take the necessary decisions for socializing during the year that begins in the world teaching.
One of the most difficult is to get used to school routines and extra work required such as monitoring teacher attendance, school transmit notifications to students, collect money, send home students during the permits, carry out tasks lobby, dining room, administrative tasks and a multitude of other tasks that tend to take away time from their planning and preparation for teaching.
The first year of teaching is always a horror story and the teacher is inevitably doomed to disappointment. The latter sounds a little too cruel, unemployment is reality, and teaching physical education is not a bed of roses. The sooner we know these truths to students who are about to leave the workplace, before we begin to be prepared to face a better way the problems that entails.
Many teachers leave the profession after one year with the feeling that simply can not or do not want to deal with the amount of problems found, others however confirm their aspirations and even reinforce its commitment to a career in the field of education.
On the other hand, it is possible to create experiences for student teachers that are exact to those with which they encounter in their first year as teachers.
During the first year, as we have said before, the teacher's attention is much more focused on discipline that education. The organization of the class is often the main concern and the greatest source of anxiety of the novice teacher (Mc Donald and Elias, 1983). The organization of class and discipline are very present in the training programs, and this should change.
2.3. PHYSICAL EDUCATION EARLY
For physical educators, the relationship with teachers from other fields can be a problem, because clearly the lack of recognition of their subject, their isolation in relation to their colleagues and their tasks that often develop after regular school hours, as they are also coaches of sports clubs.
Most physical educators seem to share a common problem caused by the depreciation of its subject. The debutante physical educator can be appreciated as a person and can even be considered a good teacher, although physical education is not deemed important by most other teachers, administrators, parents and students.
If people in positions of authority do not recognize as valid as the other matter, physical education teachers are at risk of facing difficulties to reserve spaces in order to procure materials, etc. If parents do not consider physical education an important matter, influence directly or indirectly to their children and create, well, problems for the teacher. And finally, if students do not create substantial learning in physical education, but see it as a time of fun, not be motivated to learn.
Many physical educators trained high school sports teams after school hours, which have difficulty attending meetings of teachers, this situation poses a problem when the relationship with other teachers and acceptance within the group of teachers at the school. If physical educators want to get to have more influence on the school system, their participation in school life is essential.
Some physical educators feel excluded from the life of the school because they are full-time members of the school community. This commitment required to be present at such times and in places where decisions are taken, engage in dialogue and discussions and demonstrations continued behavior that indicates that physical education is so crucial to the mission of the school as the rest of subjects (Locke, 1986).
In conclusion on this point, we can say that it is clear that one effect of life as a teacher is that it becomes a different person.
Although attitudes are taken when you enter in the field of education, the nature of life in schools tend to push in the direction of the attitudes and values \u200b\u200bof the school. If the new teacher understand these attitudes will have the opportunity to defend himself against them.
2.4. GENERAL ITEMS THAT ARE DIRECTLY RELATED TO THE MOST COMMON PROBLEMS IN PHYSICAL EDUCATION
A) The trainee teacher is usually a person who has had success in school and, given their familiarity with the life of schools, is false impression of knowing their future profession.
B) The new teachers increase their opportunities for adaptation and growth in his career if organized well, if they choose a teaching strategy to dominate, if they report their efforts to others, if they create physical spaces and attractive programs, if you monitor your behavior and if they engage in formal and informal structures of the school.
C) The obstacles that physical education teachers face in their race for excellence are generally: isolation, lack of evaluation, the boredom and routine, lack of administrative support, factors context such as poor facilities, overcrowded classes, inadequate equipment and lack recognition of the subject they teach.
D) The obstacles forced some teachers to get out of the profession, others remain but become teachers who teach no more and people who are content to "know the things necessary."
E) Effective teachers persist and continue to be improved are motivated by the progress of their students. His classes are well organized and discipline problems are rare, keep trying new approaches enthusiasm. Work collaboratively with the school system to build support for their programs.
F) physical educators who combine teaching with coaching job frequently suffer a conflict of roles.
G) are required several changes in the school system to implement mechanisms that encourage the professional growth of teachers, training for managers to assess physical education, assistance strategies for new teachers, staff development programs, etc. .
3 .- RELATIONSHIP WITH THE SOCIOLOGICAL CHANGE
Education is a fundamentally social phenomenon. Therefore, education is always the result of the historical moment that happens, the place is done, the prevailing culture of the socio-political force. This explains how the formation of each subject is drawn from their environment. Man is not born, the man is done.
For an overview of current education will be necessary to identify the general characteristics of modern society. Although any generalization about the social life raises questions, starting with the same concept of current, modern, etc.. It is also true that moving towards a progressive permeability of cultural boundaries. Entry into a postindustrial stage is an example of common denominator for the Western world.
So then we go talking about each of the most important features of modern society, its evolution and possible impact on education.
I. Predominance of urban life, which has led to the decline of community life, while it has enhanced the physical and social mobility:
The urban population growth has undoubtedly created problems of overcrowding, with attendant infrastructure deficits of all kinds, including education. Marginalized populations in particular have emerged, with subsequent cases of inadequate housing, poor sanitation, crime, etc..
The education system has often been powerless to meet the demand for schooling so that it has been extensively workarounds, architectural and functional type, favoring the installation of a private sector sometimes for purely motivated by profit. The consequences have also been noted on rural areas where carelessness has resulted in a gradual deterioration in the quality of education, expressed in inappropriate content and educational materials to their reality. Teachers themselves have been less sensitive to the attraction of big cities and this causes a constant mobility in rural areas.
The necessary attention to rural incentive passed by the teacher, who has to find motivation and resources for continued work and quality. Rural education can be designed to prepare for migration to the cities, but to provide training for optimizing the rural, especially for the future, without this implying a pressure against the personal right to choose their place of residence.
II. Prevalence of secondary and tertiary production sectors .
is well known the influence of technological development in all aspects of human life. The number of machines with a high level of automation are logical-mathematical structures they offer and to impose a model of mental behavior (Prini, 1982). The machines replace man in a multitude of tasks.
The technology domain is a prerequisite for social adaptation and in the future, so that technology education appears as an important objective in the school system.
The school has to live the technological progress in its content, materials and skills, if you want to be faithful to the principle of social demand. They should be people with technological skills.
III. Evolving scientific knowledge, resulting in a highly mobile professional market.
Recycling is now part and parcel of the profession. In two senses affects the evolution scientific education. On the one hand it is essential to access sources of information, and other constant is a selection of appropriate content for each level, looking for those who have greater permanence and more fundamental. This is the principle of lifelong learning.
modern man's life can not be divided into a preparation stage and another application of knowledge and skills acquired, training and education is a constant that lasts a lifetime.
IV. Universalization of information through mass media. The
information is universal and immediate through the mass media. Newspapers, radio, television, telephone, fax, computers, GPS systems, etc. and media are essential in today's society.
The family and school have lost prominence in the media of mass communication to the point that they become rivals in the process configurator children and youth. The solution is not in the seclusion of the educational system respond to such media. It is necessary to use at school and family to use its information capacity and staff while encouraging critical.
The education system has to raise a target the domain of audio-visual language.
V. Birth of a universal consciousness, through information sharing and scientific advances, leading to consider common problems that require international collaboration.
The universality of communication, rapid transportation, the interplay of international politics, are factors that make the world smaller and create awareness of belonging to the same human community, of having committed the future with the future of others.
The school has to provide an overview of the problems affecting humanity. The creation of a global collective consciousness is needed to eradicate the most serious problems of hunger, oppression, infant mortality still plague the world. And in this awareness includes respect for other cultures, living together in diversity, tolerance toward others (Marti, 1986). These goals will be achieved to the extent that the school is inclusive of all social groups, and practice daily contact between students, parents and teachers. This is certainly not an easy task.
's conscience must be consistent with the knowledge and cultivation of national culture
immediate
VI. Participation of all citizens in public life through representative democracies, which is widespread access to economic and cultural assets.
Everything seems to indicate a widespread progress in the field of public freedoms, citizens are participants in the collective political. Access to economic assets is equal access to cultural goods, because education is presented as one of the most decisive factors of the proposed equal opportunities.
VII. Loss of influence of religion in favor of ideological principles and political and economic.
is well known that the traditional values \u200b\u200bof Western society have been seriously affected by economic and structural changes occurred. Religion, which had been the moral basis of collective, has been supplied largely by ideological and political criteria and the economy. This has allowed to talk about <> Western culture, specifically the changes in interpersonal relations, investment in the classical order of values, emergence of new behaviors.
strengths are given for social and other clearly negative. The first such as freedom of speech, ideological pluralism, social criticism, etc., And the negatives such as consumerism as a goal, loss of respect authority, the consumption of drugs of all kinds, some degradation of moral standards, breach of the rules system, etc.
There is widespread concern among educators, resulting in a confusion on what to do in this situation. The same social environment is a permanent source of contradictions about the values, which leads to inconsistencies in the educational work. And within the same school institution are opposing views on educational values \u200b\u200bto promote. This demands that family and school join forces in pursuit of common values \u200b\u200bthat make possible the coexistence and social progress.
VIII. Decreased fertility and increased life expectancy, which involves a progressive aging of the population.
The consequences of this situation are a progressive aging of the population. It requires continuing education to the elderly, while a decrease of the school pupil.
With the decline in rates of progress in improving the quality of education but with a consequent increase in costs per student.
IX. Brake and reduced sprawl forcing an awareness of the need to preserve natural resources against the threat of pollution and destruction.
Natural resources are limited and must rationalize their exploitation. Some implications for the educational system could be a reduction in budget increases, desire the educational empowerment of passive action, dysfunctionality between the training and the workplace, etc.
X. Technological development and economic and political aspirations threaten the human species.
education is facing the technological challenge that requires its incorporation into new social and labor demands at the same time you have to work for the technology as an end do not drag itself toward extinction of the man who created it.
Education for peace is an essential goal of any educational program.
4 .- PROFESSOR
Physical Education Teachers in recent years have taken a considerable step.
First, formal training is required, has long been recognized by the University, reaching the rank of BA in 1980. This training is based on academic knowledge increasingly robust and specific.
Second, the progress of Sports Science has continuously be reviewed theoretical assumptions on which the action is based teaching in the teaching of motor actions, while the professionals have been developing a more applied and practical knowledge based, as shown dramatically in the educational intervention in the classroom.
finally made progress in the reconstruction of a professional culture where self-perception improvement of teaching practice has been linked to a higher social status of the work of PE teachers.
need to professionalize teaching, that is, physical education teachers act and technical specialists in the teaching of motor actions.
distinguish three components of professional knowledge:
- Component of basic science that underpins professional practice.
- applied science component, which entails daily diagnostic procedures and troubleshooting professionals.
- Component of skills that relate to the expertise with professional intervention.
We add to this conception of teaching technical rationality understood as the ability to analyze what the teacher didactically done in the classroom. This is typical of a teacher experienced practical knowledge (reflection in action and the action.)
The teaching model is therefore more dynamic and the teacher involved in a complex environment, live stage, with interaction of multiple factors, and where you need to make technical decisions while analyzing the consequences of intervention.
should go on line to improve the teaching behavior and enrich the thinking faculty.
4.1.CONDUCTA CLASSROOM TEACHER
EFFICIENCY IN THE CLASSROOM 
In analyzing the teaching of physical education teacher, in relation to effectiveness in the classroom, from the duality we conduct teaching and teaching thinking as we have said previously.
The ability to motivate, to correct, to present the task to organize the classroom to monitor and manage classroom discipline are some of the teaching skills a teacher should "know-how.
There is a need to enter the contest to reflect on practice and on it, with it approaching the study of teacher thinking. We say
why a teacher is effective in the classroom to the extent that:
- Domine a repertoire of teaching skills that apply under the contingencies of the classroom.
- Be able to analyze and reflect on decisions and are thus aware of the reasons and consequences of educational intervention.
teaching efficacy in teaching physical education teaching is synonymous with success, and today is a complex concept. The effectiveness in the classroom, still depending mainly on the teacher, is conditioned by the behavior and thinking of students, the context and the teaching program.
To achieve effectiveness in the classroom requires:
Achieve a high percentage of time devoted to practice teaching content; motor impairment. Raising
motor tasks with high degree of individualization.
Develop a positive classroom climate where there is trust between teacher and student. Raising
organizational structures so that the use of the material and practice space are designed to encourage individual motor impairment.
provide technical information to students on teaching duties in a clear and structured prior to their execution.
Provide frequent and quality information to students on the motor execution performed.
These features described enable us to determine the degree of efficiency achieved in the classroom. This will allow the teachers to reflect on their practice and therefore can describe their own behavior, assess the effectiveness, identify problems and solutions, etc.
TEACHING SKILLS
the teacher needs to adopt a technical performance, both in instructional elements (present tasks, organizing the classroom, correct their students), and in classroom interaction (using techniques behavior modification and showing empathy and positive attitude).
skills as teachers we can conceptualize technical set of behaviors performed by the teacher in the classroom and that can teach more effectively. Also known skills or teaching skills, reflect the profile of teacher training. Among
teaching skills are:
A) Presentation of the tasks of teaching.
The teacher's goal should be to ensure understanding of the task by the student, offering concise yet thorough explanations on the principles governing other motor task. Time should not be very high, even if the contrary should be dedicated to the practice driving. The teacher should provide students with a mindset of action. Should seek a relationship communication about the task.
There are some initial information phase of the task:
or gain the attention of students.
o Introduction of the task.
or explanation of the task.
or launch the task.
B) The correction of student performance
One of the most complex of the teacher but also more necessary is related to the extrinsic feedback to be provided by teachers to students, to improve implementation of the tasks. The feedback has three main objectives:
- Report on how the student is performing the task, what wrong and how must act in the next trial.
- reinforce the correct execution of the student, trying to assert and maintain successful implementation.
- Encourage the student to continue learning, not less attention and keep the motivation to practice.
found at this stage two phases. On the one hand the observation of student performance in which the teacher tried to tell the difference between this implementation and the performance desired, and secondly the provision of feedback that will take place after the error.
C) Use of driving practice time. The student's motor impairment.
skills is one of the most important in the teaching performance of teachers. The more time you spend the student to undertake the activity is more likely to improve their level. The percentage of motor involvement of the student should be close to 70-80% of the time available for practice to be considered an optimal class.
The teacher should present the tasks, including demonstration and explanation with brevity, extending in excess, since it would be subtracting time to practice driving, which is the central element of learning, but considering that a suitable task presentation later learning benefits, so necessarily in all sessions should take a little time to convey to students the information required for the practice.
The teacher should establish organizational routines that take you to mobilize the material and students effectively.
Within the time in sports education are:
- Expected time in the program (school curriculum)
- Time available for practice (real-time session)
- motor engagement time student (dedicated to driving practice eliminating the presentation of activities)
- Time spent on the task (specifically related to the objective, ie subtracting the global warming)
D) The organization
learning classroom
formal procedures used by teachers to mobilize and coordinate the group, with the goal of more effective teaching in the classroom, to achieve maximum student participation and a positive emotional interaction. It is important that teachers master this task since it depends on the effectiveness in teaching.
D ust be large individual participation, seeking always to involve as many students as possible.
The information must be clearly defined, also define the path through space, performance areas, limits of the task, and so on. To facilitate understanding thereof. The material we distribute
taking into account the maturity of the group, setting a fixed location on the track, determining the rules of use, involving the mobilization of it and using the minimum possible time in the distribution and collection thereof.
We highlight when the class begins and ends, assign responsibilities to students accurately define tasks which will lead to self-employment., Ensure continuity and accuracy and finally establish a system of interaction.
4.2. TEACHER'S THINKING
This point is important because everyone must understand as a teacher and feels that things are planned every moment of their profession, in the planning, programming, day by day.
The subject teacher is a thoughtful, rational decision maker, make judgments, and has beliefs that will develop, which means analyzing their teaching practice. This is a highly complex function that requires the combination of theory and practice. Values \u200b\u200bcome into play (which we cover elsewhere in the work more deeply), beliefs, theories, concepts, and ways of intervention in practice. There are several classifications of the content professional knowledge, but that would go too deep.
In general, the major concerns of physical education teachers are often the planning of the session (timing, agenda, objectives, content, control group ...), the task of learning (lack of resources teaching, lack of training solutions ...), the educational intervention (common problems with the presentation of the tasks, problems with the control group, insecurity, increased desire to correct the student), classroom organization, control -classroom management and motivation.
With all this we could summarize in-depth knowledge and skills so that you must have a teacher in teaching as the thought of it, which the above conditions.
5 .- VALUES, WHAT AND WHY?
5.1-VALUES IN EDUCATION
Within education there is a problem which is that many educators know how to develop and enhance the values. No instruments. Today
invade us many crises (economic, political, and crisis of values), we realize that there is a contradiction between what education advocates and what society says. There is a lack
securities and an inability to discover them in our society which is becoming what we would call a technological society, in which human values \u200b\u200bare replaced by closely effectiveness, efficiency, progress, success ...
At this raises a question in which we ask whether it is worth teaching and instilling values \u200b\u200bto the children who must move and excel in a society that respects neither has such values, will not be this rude to these children?, "and how we can retrieve those values?
Trying to answer these questions we found that some groups do not teach values. We must help young people to clarify and identify their own decisions. In the school does more than teach, and should help students to consciously reach conclusions about values.
Today we find as we said at first many crises in society, we need a reorientation.
The comfortable and easy way to position these problems would be to assign the work to schools, legislators, teachers ... but the right thing is to ask all adult citizens to remember the common ideals and take in life. From there, the most important thing is to set an example. A good educator, a person educated in positive values, you must select your experiences which creates positive and forward it to others. The objectives according
Puig (1992) people living in autonomous and dialogical form so we must form a profile characterized by the following:
o Develop structures to adopt general principles of value (justice or solidarity).
or acquire skills or build a
dialogical self-image.
or acquire knowledge and skills.
or acquire skills to make consistent the trial. O Recognize and assimilate
universally desirable values.
or understand, respect and building standards of living.
For this to take a value must reasoning on behavior change and come to realize what each considers best.
We teach values \u200b\u200bin school not only as an end but as a necessity in education.
values \u200b\u200bare transmitted more by how that why, its greatest strength lies in the spread.
5 .2. Educational value of sport
a first approximation we can say that an act of education depends on and is a function of educational thought that supports it. The science of thinking is the philosophy, she should go to address the educational value whatever human activity required. Aristotle and Plato, or the latest: Dewey, Arnold, Thompson, or Carr, philosophers interested in education, enable us to achieve a scientific approach to pedagogical thinking on which can rest a sport of high educational value. On this philosophical basis, must be based other empirical-conceptual "that constitute the personality of the athlete / student. Through them, we must discover what the sport brings the subject to practice, in reference to his own autonomy, which depends on knowledge and self-control and therefore the physical things that surround him and the relationships and values, social, ethical, and aesthetic can decorate. This self-structure is reduced to the problem of conversion itself, which is also the release itself. In the words of Hubert (1977): "This action itself is possible because the individual energies into action inherent to their own conscience, since they are the very laws of its operation." The education of sports is not the learning of techniques or tactics, even physical and psychological benefits of good physical underlying performance, but what is really unique and education are the conditions under which these practices can be allow the athlete / student engage and mobilize capabilities so that experience organizing and configure your own self, to achieve its self-structuring. But the subject know, evaluate your self-structuring and is aware that it is possible only when the experience proposal leaves the options open to the free decisions of individual reflection and satisfy the need to create an own view of this experience. This goes beyond the scope of the issues dealt with and can configure systems to cognitive categories that will define self-structuring of the personality who has lived and practice. Therefore, the conditions under which the tasks of learning to practice sports is educational, it is what leads to self-structuring of one or another form of the personality of the athlete / student, while the technique and tactics are not simply a consequence, the product of interpretation at a time, which allows us to know that means is statistically effective in achieving the desired end. This knowledge should give the coach / teacher to the athlete / student, but in a situation that allows to go beyond the simple execution model that allows an open experience and the conditions listed above. The educational values \u200b\u200bof sport are not those that are routinely attributed to exogenously: health, friendship, respect for the rules ... but, these endogenously others are configured on the individual because of the conditions under which sport practiced that specialty. We must not award some educational value to this sport, and such others that other, this or that sport is more or less education, not for its wealth of technical gestures, not their tactics, but on how the coach teaches that specialty and situations in which competition develops. The coach / teacher must know, with the support of specific sciences, the various human structures committed to its proposals and in particular how they interact, so that their activity is not subject to ideological myths, it is supported by scientific knowledge. Part of this knowledge has to get the athlete / student so that in this way, coach / teacher and coach / student share the same educational philosophy.
5.3. DEVELOPMENT OF SOCIAL AND PERSONAL VALUES IN PHYSICAL ACTIVITY AND SPORT
Sport affects all walks of life for members of society. Therefore, within the school promotes the ability to accept moral and ethical values \u200b\u200bthrough learned behavior as a sportsman, and provides verbal and nonverbal communication through the development of a specific language and gestures.
Given this approach, other authors argue that the emphasis on winning may divert attention from the variety and motivations that are involved in school sport in which some students want to participate and have fun and win another championship (Devis , 1995).
For this reason, Martin Lee (1990), highlights the interest and current concerns about standards of conduct, both in society and in sport generally, concerns that lead to contempt for the rules and the growing interest in sports programs children and youth involved in an overemphasis on winning, not paying attention to the principles of fair play and enjoyment. Such circumstances have led to focus on sports programs aimed at children and provide role models for promoting the values \u200b\u200band attitudes to sport and society.
Coinciding with Lee (1990), and based on any activity that takes place during the formative years of an individual will produce an educational impact, sport is one of the influences to consider in the education of youth , and for many the most important addition to the school. However, the educational character can reach it, depends, among other things, on how children and young people must face the dilemma of fair play, is deciding between respect for the rules of the game, or bend the rules established for the sole purpose of winning. In order to give moral development in a sporting context, they should devise strategies of moral reasoning that goes beyond social convention. This refers to learning the traditional values \u200b\u200bof sport have been disseminated only limited to compliance with the standards necessary to practice without it there is some reasoning to justify the need for respect for them.
5.4. Social and personal values \u200b\u200bmore conducive TO REACH THROUGH PHYSICAL ACTIVITY AND SPORT
From the results of research conducted by M. San Martín Gutiérrez (1995), these authors conclude that the values \u200b\u200bmost conducive to achieve through sport and physical activity are: Social values \u200b\u200b
: Participation of all, respect for others, cooperation, social relationship , friendship, membership of a group, competitiveness, teamwork, expression of feelings, social responsibility, fellowship, struggle for equality, fellowship, justice, concern for others, cohesion group.
Personal Values: Ability (physical and mental), creativity, fun, personal challenge, self-discipline, self-knowledge, maintenance or improvement of health, achievement (success-victory), the reward, adventure and risk, sportsmanship and fair play (honesty), sacrifice, perseverance, self control, recognition and respect (social image), leisure participation, humility, obedience, self-realization, self-expression, impartiality.
Consistent with this, the authors provide some recommendations should take into account teachers and physical educators to ensure that sport can improve the transmission of some of the values \u200b\u200blisted above:
Promote the idea that physical activity in general is a habit recommended, so you should try to inculcate as a system of life, along with other common codes of conduct. Help
, especially smaller ones, to resolve the daily conflict between competition and cooperation, teaching them respect for others and the rules is what gives meaning to the game and provides satisfaction.
Endeavours to create, in class or in the gym, an atmosphere of tolerance that facilitates understanding of gender equality.
Try to be creative in providing cooperative rather than competitive activities, without leading to complete elimination of the struggle to achieve a goal. Making
occasional lessons to help students and athletes to more adequately interpret most current sporting events and transcendence.
Finally, these authors express a concept that I think is very useful to transcribe:
"Physical Activity and Sport, by themselves, are not generators of social values \u200b\u200band personal grounds themselves are excellent promotion and development of such values. Depending's always successful application or otherwise, Physical Activity is made, will be promoted laudable values \u200b\u200bfor the individual and their community or otherwise obnoxious for itself and its social context necessary then, compromise, insist on the fact educate and promote the values social and personal when practicing Sports and Physical Activities. "
6 .- CONCLUSIONS
The teacher is a fundamental and highly influential figure in every one of the children go through school. Along with parents and spend most of turtle go unnoticed styling the way we are, our behavior, behaviors in daily life, basic rules, values, customs, traditions, forms, etc.. Thanks to this work each and every one of us could be part of society in a more or less civilized, and can direct our lives for a few trails or other more advanced stage in which the base of support as far as education referred to was already built.
certainly parents and teachers not only influence our training, since as we have seen throughout the work there are many variables that directly affect the training. Therefore not always a child who receives a proper education by the parent-teacher group appears to be a p erson 
copy when fend for himself. Many factors come into play and affect education, such as society, media, friendships to be forged, the experiences, the area where you live, temperament and way of life of each individual, race, any physical disabilities or mental abuse in schools among students, contempt for certain individuals and subsequent isolation by peers, drugs and easy access, increased freedom in leisure time, the change in values \u200b\u200b... and countless variables that could continue to make numbering and each individual in one way or another.
is clear therefore that the teacher is a very important figure in today's society. However, more and more of these factors just mentioned, become more important in the lives of students and are increasingly less available to parents and teachers. This trend has been occurring in recent years and in my opinion is difficult to solve. Is a major problem for contemporary society and in general there is a feeling of little control and the negative trend in regard to solutions and mitigation of problems by the people that they can, we're all . Must be clear that it is a social problem and should solve all of society in a common effort in pursuing common goals. Clearly this proposal is of great difficulty.
Because we're the future educators must be clear "what's going on" and enter heartily into the world of teaching. Although it seems that everything is "lost" and be satisfied with what is, I think that would be the most comfortable position for us and just get the continuity of the gradual decline in educational quality. If and only if we join forces and want to change a little things will be possible to get something albeit minimal. What is clear is that if we, future teachers and parents stayed with their arms crossed before the current problems within the educational system, we are lost.
We know we have great difficulties to guide students and emerging entrepreneurs with positive values, but that does not mean that we are not able to. What you need to be clear is that there must be a common effort and a job.
solutions must be stopped. We face a sociological breakthrough almost scary, but it is a fact.
With our efforts we must try in my opinion and generally following:
- Improve overall wellness and promote understanding and human capacity.
- Increase the intelligence of the students through disciplined search of knowledge.
- Being persistent in their commitment to promote respect for all students.
- Making others better understand and appreciate physical education practice
- Have the efforts sometimes offended and find prejudice, and will also have to deal with arguments focused to discourage and diminish hope.
We have a great power as future teachers and a great responsibility, we must be from the same time very aware of it. In conclusion and in this connection Finally I will quote some words of Haim Ginott in his teacher and child to show that power:
"As a teacher, I have come to the disturbing conclusion that I am the decisive element in the classroom. It is my personal approach journal what sets the mood. It is my daily mood that sets the climate. As a teacher I possess tremendous power to make a child's life miserable or joyous. I can be an instrument of torture or an instrument of inspiration. I can humiliate or encourage , hurt or heal. In all situations it is my response that decides whether a crisis will increase or decrease, and if a child will be humanized or dehumanized. "
7 .- BIBLIOGRAPHY
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