El lugar de las actividades físicas cooperativas en una programación de Educación Física por dominios de acción (The place of physical activities in a cooperative program of physical education across domains of action)
DOI:
https://doi.org/10.47197/retos.v0i16.34971Keywords:
Educación Física, Actividades Físicas Cooperativas, Programación por Dominios de Acción, Praxiología Motriz (Physical Education, Cooperative Physical Activities, Programming through Action Domains, Motor Praxiology)Abstract
En éste trabajo analizamos el lugar que deben ocupar las Actividades Físicas Cooperativas (AFC) en el currículum de Educación Física (EF) en el momento actual. En un primer apartado defendemos que la corriente que más nos puede ayudar a dotar a nuestra área de un mayor rigor y una lógica de funcionamiento a la hora de secuenciar los aprendizajes es la denominada «Programación por Dominios de Acción», basada en la Praxiología Motriz. En el segundo apartado señalamos cinco grandes líneas de trabajo a la hora de comenzar a situar el sentido de las AFCen el currículum de EF: 1-como contenido de aprendizaje; 2-como recursos y estrategias habituales; 3-como momentos y actividades puntuales, 4-como recurso básico en la mejora de la convivencia y el clima del aula y 5-como recurso transversal y permanente en parte de las sesiones y los tiempos de trabajo.
Abstract: In the present article, we analyze the place that cooperative physical activities should have in the present Physical Education curriculum. In the first part, we show that the actual trend that can help our field of knowledge gain rigour and effectiveness to order the learning outcomes is known as «Programming through Action Domains», based on the Motor Praxiology theory. In the second part, we show five lines of work that will help establish the role of cooperative physical activities inside the Physical Education curriculum: 1-as a learning content; 2-as a common strategy and resource; 3-as a temporary activity; 4-as a basic resource for improving class’ climate and coexistence and 5-as a permanent resource for the classroom.
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