TEACHING FOR UNDERSTANDING THE INTERNAL LOGIC OF SPORTS: A PERSPECTIVE BASED ON TEACHING GAMES FOR UNDERSTANDING AND MOTOR PRAXIOLOGY

Menezes-Fagundes, Felipe; Ribas, João Francisco Magno; Salas-Santandreu, Cristòfol; Lavega-Burgués, Pere

doi:10.22456/1982-8918.116643

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ORIGINAL ARTICLES • Movimento 27 • 2021 • https://doi.org/10.22456/1982-8918.116643 copy

TEACHING FOR UNDERSTANDING THE INTERNAL LOGIC OF SPORTS: A PERSPECTIVE BASED ON TEACHING GAMES FOR UNDERSTANDING AND MOTOR PRAXIOLOGY

ENSINO PARA COMPREENSÃO DA LÓGICA INTERNA DOS ESPORTES: UMA PERSPECTIVA BASEADA EM TEACHING GAMES FOR UNDERSTANDING E PRAXIOLOGIA MOTRIZ

ENSEÑANZA PARA LA COMPRENSIÓN DE LA LÓGICA INTERNA DE LOS DEPORTES: UNA PERSPECTIVA BASADA EN TEACHING GAMES FOR UNDERSTANDING Y PRAXIOLOGÍA MOTRIZ

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract

This essay aimed to propose a perspective of Teaching for Understanding (TGfU) the Internal Logic of sports from the methodological structure of TGfU and knowledge about internal logic of Motor Praxiology (MP). Considering specific criteria for literature review, 18 articles were selected that supported the theoretical discussion. Methodological aspects of TGfU and the main concepts of MP were presented, which enabled the theoretical articulation proposed in this essay. As main contributions from the perspective of Teaching for Understanding Internal Logic, didactic tools were structured to mediate the teaching-learning process from the subject/environment relationship. In addition, a methodological systematization was proposed to organize the pedagogical practice for the development of Teaching for Understanding Internal Logic. Finally, it contextualizes the need for further studies that seek to identify how this perspective helps teachers in the teaching-learning process of sports.

Keywords:
Teaching; Games, recreational; Sports; Review

PEDAGOGICAL PRINCIPLES	DEFINITION
Sampling Thorpe; Bunker; Almond (1986THORPE, Rod; BUNKER, David; ALMOND, Len. Rethinking games teaching. Loughborough: University of Technology, 1986.)	Identification of the sport’s characteristics from its classification, referring to its functional dynamic.
Modification by Representation Thorpe; Bunker; Almond (1986THORPE, Rod; BUNKER, David; ALMOND, Len. Rethinking games teaching. Loughborough: University of Technology, 1986.)	Structured games must preserve the functioning logic of the formal sport.
Modification by Exaggeration Thorpe; Bunker; Almond (1986THORPE, Rod; BUNKER, David; ALMOND, Len. Rethinking games teaching. Loughborough: University of Technology, 1986.)	Manipulation of the game rules in order to instigate the development of specific actions by students.
Tactical Complexity Thorpe; Bunker; Almond (1986THORPE, Rod; BUNKER, David; ALMOND, Len. Rethinking games teaching. Loughborough: University of Technology, 1986.)	Establishment of problem situations corresponding to students’ skills and potential.
Principles of Play Holt; Strean; Bengoechea (2002HOLT, Nicholas; STREAN, William; BENGOECHEA, Enrique García. Expanding the teaching games for understanding model: new avenues for future research and practice. Journal of Teaching in Physical Education, v. 21, n. 2, p. 162-176, 2002.)	Emphasis on strategic aspects adopted by students, individually and collectively, regarding the structured game.

UNIVERSAL LUDOMOTORS	DEFINITION
UNIVERSAL LUDOMOTORS	CONCEPT	CLASSIFICATION
Motor Communication Network	Possibilities of motor interaction granted to players by motor practice.	Exclusive vs Ambivalent Stable vs Unstable
Score Interaction Network	Motor interaction that needs to be established to score in motor practice.	Antagonistic Cooperative Mixed
Scoring System	Characterization of how the players’ errors and successes are recorded in a motor practice.	Limit point Limit time Limit point and limit time By Established Score Without pre-established end
Role and Subrole Network	Systematization of the action possibilities of each player when assuming specific roles based on what is described in the rules.	Specifically linked to each motor practice
Gestemic Codes	Use of gestures to send messages as a substitute for using speech.	Univocal Individuals
Praxemic Codes	Interpretation of the players’ motor conducts as a message broadcaster.	Encoding and decoding of participants’ messages

CICLES	TEACHING-LEARNING PROCESS AIMS	TGfU STAGES	MOTOR PRAXIOLOGY ELEMENTS
Internal Logic Comprehension (Cycle 1)	Identify the main rules that define the game's structure and actions	Emeging Understanding Game Concept	Internal Logic Universal Ludomotors
Internal Logic Comprehension (Cycle 1)	Unverstand the game dynamic and creat appropriat action strategies	Tatical Awareness Strategic Thinking	Motor Interactions
Decision Making (Cycle 2)	Perform readings of the main signals emitted by companions, opponents and the envieronment	Cue Perception	Motor Interactions Gestemic and Praxemic Codes
Decision Making (Cycle 2)	Understand declarative and procedural knowledge - what and how to do it - in different game situations	Decision Making Technique Selection	Gestemic and Praxemic Codes Motor Conduct
Motor Action (Cycle 3)	Identify and develop the main motor actions in specific game situations	Execution of the Technique Skill Development	Motor Action
Motor Action (Cycle 3)	Evaluate the student's performance in the game and identify the main problems of internal and external logic	Performance Legitimate Peripheral Participation	Motor Conduct Internal and External Logic

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[1] CONFLICT OF INTERESTS

The authors have declared that this work involves no conflict of interest.