Learning to teach motor games with others: Of being able to play at intervening as a teacher of Physical Education

• Main Author: Ivana Verónica Rivero
• Format: Article
• Language: English
• Published: Universidad Nacional de La Plata 2010-11-01
• Series: Educación Física y Ciencia
• Subjects: Formación docente inicial; Educación Física; Juegos no juegos; Modo no lúdico de jugar; Expectativas en el juego popular
• Online Access: http://www.efyc.fahce.unlp.edu.ar/article/view/3001
• ISSN: 1514-0105; 2314-2561

During their training, students of Physical Education construct theoretical and practical knowledge about already known corporal practices. They learn about already known concepts. They re-define practical knowledge in a higher level of complexity and abstraction, assigning them educational value that will be the basis of their professional intervention. When they are taught to propose 'games which are not games proper' [activities or sports that the teacher presents as games, though not everybody can play them, the student of Physical Education has theoretical elements that support the use of the game as a pedagogic resource [both as content of other axes or as methodological strategy for the teaching of sports or motor skills]. Nevertheless, when teachers teach them to suggest popular games to amuse themselves, they find it difficult to plan and to justify their future intervention. The final results of a qualitative research, presented as a thesis for a master's degree, show that in Physical Education various forms of motor games are taught but only one way to play them: the not ludic one. One teaches to subordinate the way of playing to the form of the games proposed by the teacher. One teaches to move within the frame of the rules of the game, and to put the body at the service of the game