Educar desde la reflexión en acción la estrategia multimodal del baloncesto en la educación física de secundaria
Educating from reflection into action the multimodal strategy of basketball in secondary physical education
DOI:
https://doi.org/10.1344/did.41066Keywords:
dimensions of motor behavior, education of motor behaviours, motor strategy, physical educationAbstract
Physical Education is drifting towards a systemic vision, not only favoring the development of motor skills, but also that of socio-affective aspects. Consequently, the need arises to carry out significant interventions based on the education of motor behaviors. In this paper, we analyze an intervention on the multimodal motor strategy in basketball applied to students in the first year of secondary education. An innovative proposal focused on a multidimensional sports strategy for basketball was designed and implemented, taking into account the internal logic and the four dimensions of motor behavior. The research follows a quantitative approach and uses the questionnaire as a data collection instrument. The results indicate that the affective and organic dimension is at the service of decision-making and the internal logic of sport. Specifically, offering students an evaluation process explicitly generates the incorporation and improvement of the dimensions of motor behavior. In addition, the data reaches the maximum value scored after performing the reflection in action with the evaluation of the rival team. Likewise, the education of motor behaviors is a key aspect for the improvement of the students' competence through educating the motor strategy.
References
Ali, S., Jaaona, K., & Elaf, A. M. (2021). Effect of using the strategy of similarities in teaching some basic skills of basketball for students of the second intermediate. Revista Iberoamericana de Psicología del Ejercicio y el Deporte, 16(1), 15-17. https://shorturl.at/cIKP0
Allen, S. (2007). Expertise in sport: A cognitive-developmental approach. Journal of Education, 187(1), 9-29. https://doi.org/mkqh
Bitencourt, W. D., Francisco, J., Ribas, M., Guilherme, A., Filho, S. y Sawitzki, R. L. (2021). Initial approximations between motor praxiology and the games conditional in the teaching of the collective sports games. Educación Física y Ciencia, 23(3), e185-e185. https://doi.org/mkqj
Bunker, D. y Thorpe, R. (1997). A changing focus in games teaching. En L. Almond (Ed.), Physical education in schools (pp. 52-80). Kogan Page.
Camerino, O., Castañer, M. y Anguera, M. T. (Eds.) (2012). Mixed methods research in the movement sciences: Case studies in sport, physical education and dance. Taylor and Francis. https://doi.org/mkqk
Cumming, S., Smoll, F. L., Smith, R. E. y Grossbard, J. (2007). Is winning everything? the relative contributions of motivational climate and won-lost percentage in youth sports. Journal of Applied Sport Psychology, 19(3), 322-336. https://doi.org/bcfcq5
Decret 175/2022, de 27 de setembre, d’ordenació dels ensenyaments de l’educació bàsica., Diari Oficial de la Generalitat de Catalunya (DOGC) 175 (2022). https://shorturl.at/bfmsU
Durán, M. I., Lavega, P., Planas, A., Muñoz, R. y Pubill, G. (2014). Educación física emocional en secundaria. El papel de la sociomotricidad. Apunts. Educación Física y Deportes, 117, 23-32. https://doi.org/gfh2h3
Etxebeste, J., Urdangarin, C., Lavega-Burgués, P., Lagardera, F. y Ignacio, J. (2015). El placer de descubrir en praxiología motriz: La etnomotricidad. Acción Motriz, 15, 15-24. https://shorturl.at/fDX49
García Monge, A. (2011). Construyendo una lógica educativa en los juegos en Educación Física escolar: «el juego bueno». Ágora para la Educación Física y el Deporte, 13(1), 35-54. http://uvadoc.uva.es/handle/10324/23713
Kao, C. C. (2019). Development of team cohesion and sustained collaboration skills with the sport education model. Sustainability (Switzerland), 11(8), 2348. https://doi.org/mkqp
Lagardera, F. y Lavega-Burgués, P. (2003). Introducción a la praxiología motriz. Editorial Paidotribo.
Lagardera, F., Lavega-Burgués, P., Etxebeste, J. y Alonso, J. I. (2018). Metodología cualitativa en el estudio del juego tradicional. Apunts Educación Física y Deportes, 134, 20-38. https://doi.org/mkqr
Lavega-Burgués, P. (2018). Educar conductas motrices. Reto necesario para una educación física moderna. Acción Motriz, 20, 73-88. http://hdl.handle.net/10459.1/64795
Lavega-Burgués, P., Alonso, J. I., Etxebeste, J., Lagardera, F. y March, J. (2014). Relationship between traditional games and the intensity of emotions experienced by participants. Research Quarterly Exercise. Sport, 85(4), 457-467. https://doi.org/mkqs
Lavega-Burgués, P., Etxebeste, J., Sáez de Ocariz, U., Serna, J. y During, B. (2016). Apprendre à vivre ensemble par les Jeux sportifs traditionnels. En G. Ferréol (Ed.), Égalité, mixité, intégration par le sport (pp. 129-146). Harmattan.
Lavega-Burgués, P., Filella, G., Agulló, M. J., Soldevila, A. y March, J. (2011). Conocer las emociones a través de juegos: Ayuda para los futuros docentes en la toma de decisiones. Electronic Journal of Research in Educational Psychology, 9(2), 617-640. https://doi.org/fxcd
Lavega-Burgués, P. y Lagardera, F. (2004). La ciencia de la acción motriz. Universitat de Lleida.
Lavega-Burgués, P., Luchoro-Parrilla, R. A., Serna, J., Salas-Santandreu, C., Aires-Araujo, P., Rodríguez-Arregi, R., Muñoz-Arroyave, V., Ensenyat, A., Damian-Silva, S., Machado, L., Prat, Q., Sáez de Ocáriz, U., Rillo-Albert, A., Martín-Martínez, D. y Pic, M. (2020). Enhancing multimodal learning through traditional sporting games: Marro360°. Frontiers in Psychology, 11, 1-18. https://doi.org/mkqt
Lavega-Burgués, P., Mallén-Lacambra, C. y Pic, M. (2022). Educating relational and emotional well-being in girls and boys through traditional paradoxical games. En P. Gil-Madrona (Ed.), Handbook of research on using motor games in teaching and learning strategy (pp. 1-19). IGI Global. https://doi.org/mkqv
Lavega-Burgués, P., March-Llanes, J. y Moya-Higueras, J. (2017). Validation of games and emotions scale (GES-II) to study emotional motor experiences. Revista de Psicología del Deporte, 27(2), 117-124. http://hdl.handle.net/10459.1/64787
Lavega-Burgués, P., Prat, Q., Sáez de Ocáriz, U., Serna, J y Muñoz-Arroyave, V. (2018). Aprendizaje basado en la reflexión sobre la acción a través de los juegos tradicionales. El caso de la pelota sentada. Cultura y Educación, 30(1), 142-176. https://doi.org/mkqw
Lennartsson, J., Lidström, N. y Lindberg, C. (2015). Game intelligence in team sports. PLoS ONE, 10(5), 1-28. https://doi.org/f3nj6q
Li, M., Li, W., Kim, J., Xiang, P., Xin, F. y Tang, Y. (2021). A conceptual model of perceived motor skill competence, successful practice trials, and motor skill performance in physical education. Journal of Teaching in Physical Education, 40(4), 635-641. https://doi.org/mkqx
Lungu, V. y Silistraru, L. N. (2021). Conceptual approaches of prospective pedagogy. International Journal of Emerging Technologies in Learning, 16(18), 69-84. https://doi.org/mkqz
Martín-Martínez, D., Lavega-Burgués, P., Salas-Santandreu, C., Duran-Delgado, C., Prat, Q., Damian-Silva, S., Machado, L., Aires-Araujo, P., Muñoz-Arroyave, V., Lapuente-Sagarra, M., Serna, J. y Pic, M. (2021). Relationships, decisions, and physical effort in the marro traditional sporting game: A multimodal approach. International Journal of Environmental Research and Public Health, 18(20), 10832. https://doi.org/mkq2
Muñoz-Arroyave, V. (2019). Educar la afectividad a través de los juegos deportivos tradicionales [Universitat de Lleida]. Institut Nacional d’Educació Física de Catalunya (Lleida). http://hdl.handle.net/10803/667467
Muñoz-Arroyave, V., Lavega-Burgués, P., Costes, A., Damian, S., & Serna, J. (2020). Los juegos motores como recurso pedagógico para favorecer la afectividad desde la educación física (Traditional games: a pedagogical tool to foster affectivity in physical education). Retos, 38(38), 166-172. https://doi.org/mkq3
Muñoz-Arroyave, V., Lavega-Burgués, P., Costes Rodríguez, A., Prat, Q. y Serna, J. (2021). University students’ affective experiences while playing: A qualitative perspective. Current Psychology, 40(3), 1133-1143). https://doi.org/mkq4
Muñoz-Arroyave, V., Pic, M., Luchoro-Parrilla, R., Serna, J., Salas-Santandreu, C., Damian-Silva, S., Machado, L., Rodríguez-Arregi, R., Prat, Q., Duran-Delgado, C. y Lavega-Burgués, P. (2021). Promoting interpersonal relationships through elbow tag, a traditional sporting game. A multidimensional approach. Sustainability, 13(14), 7887. https://doi.org/mkq5
Nora, D. D., Welter, J., Welter, J., Buffon, E. y Ribas, J. F. M. (2016). Motor praxiology, pedagogical work and didactics in physical education. Movimento, 22(4), 1365-1378. https://doi.org/mkq6
Parlebas, P. (2001). Juegos, deporte y sociedad. Léxico comentado de praxiología motriz. Editorial Paidotribo.
Parlebas, P. (2017). La aventura praxiológica. Ciencia, acción y educación física. Consejería de Turismo y Deporte.
Parlebas, P. (2018). Une pédagogie des compétences motrices. Acción Motriz, 20, 89-96. https://shorturl.at/eloA4
Pic, M., Lavega-Burgués, P., & March-Llanes, J. (2019). Motor behaviour through traditional games. Educational Studies, 45(6), 742-755. https://doi.org/mkq7
Riera, J. (1995). Estrategia, táctica y técnica deportivas. Apunts: Educación Física y Deportes, 39, 45-56.
Rillo-Albert, A., Lavega-Burgués, P., Prat, Q., Costes, A., Muñoz-Arroyave, V. y Sáez de Ocáriz, U. (2021). The transformation of conflicts into relational well-being in physical education: GIAM Model. International Journal of Environmental Research and Public Health, 18, 1071. https://doi.org/mkq8
Rillo-Albert, A., Sáez de Ocáriz, U., Costes, A. y Lavega-Burgués, P. (2021). From conflict to socio-emotional well-being. Application of the GIAM model through traditional sporting games. Sustainability, 13(13). https://doi.org/mkq9
Rillo-Albert, A., Sáez de Ocáriz, U., Lavega-Burgués, P., Costes, A. y March, J. (2021). Educar la convivencia escolar a través de juegos tradicionales de cooperación-oposición. Revista de Psicologia del Deporte, 30(1), 39-46. http://hdl.handle.net/10459.1/83315
Sáez de Ocáriz, U. (2011). Conflictos y educación física a la luz de la praxiología motriz. Estudio de caso de un centro educativo de primaria. Universitat de Lleida.
Sáez de Ocáriz, U. y Lavega-Burgués, P. (2013). Transforming conflicts in primary school physical education through games: Application of the conflictivity index. Cultura y Educación, 25(4), 549-560. https://doi.org/mkrb
Sanmartí, N. (2020). Avaluar és aprendre. Generalitat de Catalunya. Departament d’Educació.
Vaca, M. (2002). Relatos y reflexiones sobre el tratamiento pedagógico de lo corporal en la educación primaria. Asociación Cultural “Cuerpo, Educación y Motricidad”.
Ward, N., Paul, E., Watson, P., Cooke, G. E., Hillman, C. H., Cohen, N. J., Kramer, A. F. y Barbey, A. K. (2017). Enhanced learning through multimodal training: Evidence from a comprehensive cognitive, physical fitness, and neuroscience intervention. Scientific Reports, 7(1), 1-8. https://doi.org/gbp2rc
Ward, P., Dervent, F., Iserbyt, P. y Tsuda, E. (2022). Teaching sports in physical education. Journal of Physical Education, Recreation and Dance, 93(1), 8-13. https://doi.org/mkrc
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Paula Pla-Pla, Pere Lavega-Burgués, Miguel Pic
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
The authors who publish in this journal agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication.
- Submitting a paper does not involve paying any fees.
- Texts will be published under a Creative Commons Attribution Share-Alike 4.0 International License that allows others to share the work, provided they include an acknowledgement of the work’s authorship, its initial publication in this journal and the terms of the license.
- When citing works published in Didacticae, both the autor and the journal must be cited.
- Didacticae does not accept any responsibility for the points of view and statements made by the authors.
