Physical education and the teaching process: presenting principles and procedures

Abstract

The aim of this study was to build procedures that meet the educational principles that provide innovation in the teaching of Physical Education and to apply them in a classroom situation. In order to do this, we carried out a study with ethnographic characteristics, taking advantage of the experience that took place in the classroom during the compulsory curricular internship, and which was carried out at two different times: in elementary school, in the final grades, and in secondary school. Since the 1980s, we have seen an increase in the number of scientific studies in which the authors propose improvements in initial training for teaching Physical Education and with indications of how this curricular component should be taught in school. Nine educational principles were constructed for this research; these were perceived during lessons, when the teacher reflected on her actions, focusing her attention on the procedures for teaching the content. At the same time, she was also concerned with situations concerning human formation. We understand that the adequacy of the structure of a sequence of lessons to meet educational principles lies in the teacher's procedures and mediations with the students.