Pedagogical Variables and Motor Commitment in the Planning of Invasion Sports in Primary Education

Juan M. García-Ceberino,María G. Gamero,Sebastián Feu,Sergio J. Ibáñez

doi:10.3390/su13084529

Abstract

Research on Sports Pedagogy necessitates studying the knowledge possessed by pre-service teachers (PSTs) and its application in the planning of sports in school. The main objectives of this study were to consider if PSTs really apply their beliefs when planning their didactic units, and to analyse time management and its influence on external load in invasion sports. Eighteen PSTs were interviewed and 899 learning tasks were coded using the Integral Analysis System of Training Tasks. Three groups of pedagogical variables (type of task, game phase and game situation), organisational variables related to time and the external load were analysed. A descriptive analysis was made of the contents of the interviews, on the use of the pedagogical variables and on those used in the learning tasks. Application exercises were set by 50.70% of the tasks and 44.30% were without opposition. This did not coincide with teachers’ beliefs, as they did not show a clear choice of ideal type of task and indicated that individual game situations with opposition were preferable. A descriptive analysis was also made of the organisational variables according to the planned sport. Inferential analysis using the Kruskal-Wallis H test and pairwise multiple comparisons showed differences in the motor commitment and external load of the task*time depending on the type of invasion sport (p < 0.05). Time management conditioned the motor commitment and task load.

Highlights

The results show that pre-service teachers (PSTs) do not apply their preconceptions in the design of their didactic units, with the exception of the pedagogical variable game phase
Regarding the design of the learning tasks that made up the didactic units studied, the PSTs tended to use application exercises without the presence of opponents, which implies that tasks working on attack techniques were those most used
The analysis of the learning tasks that make up the didactic units on basketball, handball and football in primary education has shown that PSTs tend to use application exercises without the presence of opponents, which implies that tasks that work on attacking techniques are the most used

Summary

Introduction

Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations. University training provides pre-service teachers (PSTs) of physical education (PE). With knowledge of different instruction, reflection and evaluation methods to prepare them for their teaching role in school [1]. Teaching PSTs, to effectively plan their didactic units, is a challenge for university lecturers [2]. University lecturers should combine content on general pedagogical theory and sports pedagogy with practical sports workshops and seminars, in order to develop specific content knowledge, curricular knowledge and pedagogical knowledge in a holistic manner. To foment the development of this knowledge, it is necessary to provide PSTs with learning experiences (educational practices) in schools which complement their teacher training [1]

Objectives

Results

Discussion

Conclusion