Funciones y responsabilidades del profesor y los alumnos en el Modelo de Enseñanza Ludotécnico de iniciación a la práctica del atletismo (Teacher and students’ roles and responsibilities in Ludotechnic Instructional Model for track and field instruction
DOI:
https://doi.org/10.47197/retos.v0i13.35022Keywords:
Modelos de Enseñanza, iniciación deportiva, atletismo, proceso de enseñanza-aprendizaje (Instructional Models, sports instruction, track and field, teaching-learning process)Abstract
En este documento se analizan las funciones y responsabilidades tanto del profesor como de los alumnos en el Modelo de Enseñanza Ludotécnico para la iniciación a la práctica del atletismo en la Educación Primaria. Se trata de un nuevo enfoque para la enseñanza de las pruebas atléticas, donde el alumno adquiere un papel más activo en el proceso de aprendizaje, destacando su grado de diversión durante las actividades como criterio de progresión de las tareas, su intervención directa en la valoración del domino motor y socio-afectivo y la implicación cognitiva en la sesión, con un papel relevante en la solución a los desafíos planteados. Finalmente, se aportan una serie de puntos de referencia o marcadores, como herramienta para verificar que el Modelo de Enseñanza está siendo aplicado con éxito al campo de la Educación Física, dentro de unos márgenes que le permitan al profesor realizar adaptaciones referidas sobre todo al contexto de aplicación, pero sin cambiar los pilares fundamentales sobre los que se sustenta.
Abstract: In this paper teacher and students’ roles and responsibilities are studied in Ludotechnic Instructional Model for track and field sports instruction in Primary School. It’s about a new approach for athletic disciplines instruction, where students acquire a more active role in the learning process, emphasizing their enjoy degree during the activities as tasks progression criterion, with a direct intervention in the affective and motor domains assessment, and a cognitive engagement along the session, with a outstanding role answering the challenges. Eventually, a group of benchmarks is contributed, as a good tool to verify that Instructional Model is being applied successfully to the Physical Education area, within boundaries that allow the teacher to make adaptations referred to the application context, but without changing the assumptions on which it is sustained.
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