000096158 001__ 96158
000096158 005__ 20210902121850.0
000096158 0247_ $$2doi$$a10.3389/fpsyg.2020.581721
000096158 0248_ $$2sideral$$a120721
000096158 037__ $$aART-2020-120721
000096158 041__ $$aeng
000096158 100__ $$aMartínez-Santos, R.
000096158 245__ $$aSports Teaching, Traditional Games, and Understanding in Physical Education: A Tale of Two Stories
000096158 260__ $$c2020
000096158 5060_ $$aAccess copy available to the general public$$fUnrestricted
000096158 5203_ $$aUnlike Dickens’s novel, this is not a tale of light and darkness, order and chaos, good and evil…It is, though, a story worth to be told about two standpoints about games and sports, teaching and research, physical education simply put, that have pursued similar interests on parallel tracks for too long, despite their apparent closeness and shared cultural grounds. The objective of this conceptual analysis is to try and reconcile two perspectives, namely motor praxeology and teaching games for understanding (TGfU), born in the last third of the XX century in France and England with the intention to rethink the foundations of physical education (PE) and sports teaching. Pierre Parlebas, from the French side of the English Channel, claimed in 1967 that sports make part of PE, that team sports must be considered from a specific, sociomotor point of view, and that motor conducts (i.e., the significative organisation of motor behaviour), not sports techniques, are the corner-stone of PE and sports coaching. In the early 1980s, from the English side of La Manche, Almond, Thorpe, and Bunker made a plea for a shift in the way to teach games (sporting collective duels mostly), deeply concerned by the negative impact of the traditional technics-centred approach on motivation, competence and attained level of the least able in school situations. Our conclusion is that TGfU, or game-based approaches to sports coaching and teaching, can take great advantage of the motor-praxeological rationale for three reasons: firstly, because concepts like understanding, game sense and action principles are operatively, semiotically linked to the reality of the playing process; secondly, because the inner structures of the games that constrain players and guide their motor conducts, permit to integrate games in the general system of sporting games, no matter their level of institutionalisation; finally, because any motor intervention process is better thought of and more systematically developed upon the operational concepts of internal logic and expected practical effects of game playing. This time, Paris could be the place to go to in search of solutions, not the city to run away from in hope of consolation. ©
000096158 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttp://creativecommons.org/licenses/by/3.0/es/
000096158 590__ $$a2.99$$b2020
000096158 591__ $$aPSYCHOLOGY, MULTIDISCIPLINARY$$b42 / 139 = 0.302$$c2020$$dQ2$$eT1
000096158 592__ $$a0.946$$b2020
000096158 593__ $$aPsychology (miscellaneous)$$c2020$$dQ2
000096158 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000096158 700__ $$0(orcid)0000-0001-5853-4812$$aFounaud, M.P.$$uUniversidad de Zaragoza
000096158 700__ $$aAracama, A.
000096158 700__ $$aOiarbide, A.
000096158 7102_ $$13001$$2187$$aUniversidad de Zaragoza$$bDpto. Expres.Music.Plást.Corp.$$cÁrea Didáctica Expres.Corporal
000096158 773__ $$g11 (2020), 581721 [12 pp]$$pFront. psychol.$$tFrontiers in Psychology$$x1664-1078
000096158 8564_ $$s569960$$uhttps://zaguan.unizar.es/record/96158/files/texto_completo.pdf$$yVersión publicada
000096158 8564_ $$s467328$$uhttps://zaguan.unizar.es/record/96158/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
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000096158 951__ $$a2021-09-02-10:29:31
000096158 980__ $$aARTICLE