La filosofía del deporte, al igual que la pedagogía, la historia y otros estudios humanísticos alrededor del fenómeno deportivo, ha permanecido tradicionalmente en un segundo plano en facultades e instituciones educativas, incluso en aquellas cuyo fin es, precisamente, comprender adecuadamente cómo y por qué jugamos del modo que lo hacemos y con qué finalidades (Kretchmar, 2005). En una reciente editorial de la revista Sport, Ethics and Philosophy, Michael McNamee (2015) hace un repaso de la actualidad, exponiendo cómo a pesar de que la disciplina no para de crecer y ganar protagonismo, sobre todo en el ámbito editorial, no acaba de hacerse el hueco pertinente en la academia.
El artículo analiza la pedagogía del deporte empleando un enfoque hermenéutico basado en interpretar la esencia del deporte, a raíz del contraste entre la vertiente agonal, que se relaciona con el ámbito educativo, y la certaminal, más cercana al competitivo. De la confrontación entre los valores antiguos y modernos del deporte emerge la pedagogía agonal, cuyo espíritu, además, permite comprender la interrelación entre la democracia y el deporte, regulados en ambos casos por el enfrentamiento dialógico (agonal) y dialéctico (certaminal) aplicado a partir de principios comunitarios. Finalmente, se sugieren algunos principios metodológicos para la aplicación de la pedagogía deportiva agonal. ; The paper analyses the pedagogy of sport through a hermeneutical method based on interpreting the essence of sport from the contrast between the agonistic aspect, which relates to education, and the certaminal one, which is closer to the competitive approach. By confronting the old and new values of sport emerges the agonistic pedagogy, whose spirit also enables us to understand the interrelationship between democracy and sport. Both, democracy and sport, are regulated by the dialogic (agonal) and the dialectical (certaminal) confrontation applied under Community principles. Finally, we suggest some methodological principles for the implementation of this sport pedagogy
The purpose of this study was to analyse the impact of service-learning (SL) in physical education teacher education students (PETEs). The PETEs (n = 169) completed one of the editions of a SL program carried out between 2015–2018. This program consisted of designing and leading motor game sessions to facilitate the inclusion of 116 children with special educational needs (SEN). The program was based on Kolb's learning stages to promote reflection and critical thinking. Reflective journals were used as an instrument to gather information from their experiences. These data were analysed qualitatively through a multiphase approach, initial open-coding and axial coding, using NVivo (10) software. Results were displayed through the categories of Butin's Conceptual Model: technical, cultural, political, and post-structural perspectives. SL provided the pre-service teachers an inclusive educational experience, allowing them to link theory and practice in a truly operative way.
The current university system needs a pedagogical revitalization to develop professional competences and prepare effective professionals while developing civic and democratic values. Service-learning (SL) is an innovative educative methodology that connects theoretical foundations and practice. Particularly, it is defined as a pedagogical proposal that combines learning and community service, based in the implementation of skills related to curriculum contents carried out in real contexts. As a pedagogical methodology, its main objective is to improve students' academic learning and critical capacity while offering a social benefit. The analysis of SL literature shows how its evolution is unquestionable in different fields and that it is a recurring topic in recent years. The present research suggests, from a theoretical approach, that SL is an appropriate methodology to develop programs focused on physical education and sport. It shows different possibilities to structure SL programs, potential groups receiving university SL programs related to Physical Education and Sport Sciences and possible effects on university students performing SL.
Este artículo tiene por objetivo reflexionar sobre la doble condición de las reformas educativas requeridas en las sociedades avanzadas: como elemento de conocimiento político-sociológico y como acción reguladora social. A nivel metodológico se plantea una hermenéutica de las principales representaciones del cambio educativo, y se subraya que las reformas no deben subordinarse sólo a las necesidades sociológicas del momento. En esta línea, se exponen las demandas de cambio acaecidas a partir de PISA, así como las críticas que este modelo de evaluación ha recibido. Los principales resultados de los estudios internacionales analizados indican que comparar sistemas educativos y alumnado a partir de PISA no permite aseverar que los mismos vínculos "causa-efecto" sean generalizables a todos los países. En conclusión, se insiste, por una parte, en la necesidad de atender al contexto social que ha de acoger cada reforma educativa y, por otra, en la necesidad de actuar en todos los ámbitos del sistema. ; The purpose of this article is to reflect on the dual nature of educational reforms required by advanced societies: as an element of political-sociological knowledge, and as a social regulatory action. On the methodological level, the paper proposes a hermeneutic reading of the primary representations of educational change, and underscores that reforms should not be subordinated solely to the sociological needs of the moment. Accordingly, it identifies demands for change that emerged with PISA, as well as the critiques that this assessment model has received. The main results of the international studies analyzed show that comparison of educational systems and students based on PISA fails to prove that the same cause-and-effect relations can be generalized to all countries. In conclusion, it is found to be important, first, to address the social context in which each educational reform will be applied, and second, to act in all spheres of the system.
Purpose The purpose of this study is to know the contribution of service-learning (SL) on the awareness-raising and sensitivity with regards to sustainable development goals (SDGs) in physical education teacher education (PETE) programs.
Design/methodology/approach The research used a qualitative methodology with a case study design from an ethnographic-interpretative approach. The participants were 81 higher education level students from the PETE program. For the collection of information, the following techniques and instruments were used: non-participant observation, students' portfolios, focus groups and group-interviews.
Findings The main findings show the teaching positive features of SL experiences in the PETE students. In alignment with the sustainable development model, the findings suggest that SL can boost and strengthen knowledge, comprehension, sensitivity and compromise in relation to the SDGs. It can be concluded that SL allows teacher educators to train socially critical professionals and to progress toward a sustainable development.
Originality/value SL emerges as an appropriate pedagogical model to meet the educational needs of higher education and to face global challenges in relation to the sustainable development of the planet.
Special thanks to all the women who participated in this study and the Sport Area of Málaga Provincial Government, Diputación de Málaga (Spain). The results of this study derive from the doctoral thesis of Pedro Jesús Ruiz- Montero with older adults from Málaga province. ; Active aging is aimed at promoting quality of life in older adults. Nevertheless, the relationship between physical role and the practice of physical activity (PA) can be influenced by bodily pain feeling and by a low level of health-related quality of life (HRQoL). Passive and active strategies are susceptible to being modified and constitute an important psychological predictor of adaptation to pain. This cross-sectional study (1) analyzed the differences between inactive/active older adult women in terms of clinical and sociodemographic characteristics, pain coping strategies, and HRQoL; (2) studied the associations between pain coping strategies, the dimensions of the HRQoL questionnaire, and physical role; and (3) determined if passive strategies, bodily pain, physical function, and general health were significant mediators in the link between being inactive/active and physical role. Methods. Participants of the present cross-sectional study completed measures of clinical and sociodemographic characteristics, HRQoL using the Short-Form Health Survey-36, and active and passive strategies using the Vanderbilt Pain Management Inventory (VPMI). Results. A total of 157 inactive (69:9 ± 7:1 years) and 183 active (68:8 ± 5:3 years) women from rural areas were included in the study. Both groups significantly differed in the majority of the clinical and sociodemographic characteristics measured, pain coping strategies, and HRQoL. Bodily pain, physical function, and general health predicted physical role. Moreover, passive strategies, bodily pain, physical function, and general health mediated the link between inactive/active participants and physical role. Conclusions. Being physically active or inactive contributes to a better understanding of the link between PA, pain coping strategies, and physical role in older women.
El estudio describe el tratamiento de la Educación Física bajo las leyes franquistas aprobadas tras 1939, para concluir el importante efecto de la orientación política de esta disciplina escolar hasta su progresiva modernización en los 70s. El trabajo parte de los estudios realizados sobre historia de la Educación Física en España durante el franquismo (1936-1975) que han versado sobre dos ejes: el ideal moralizador de la Educación Física acorde con el contexto político-social del momento y los estudios que han analizado los hábitos de práctica física y gimnástica de organizaciones políticas dependientes al régimen, como «Frente de Juventudes» o la «Sección Femenina». Como conclusión se aportan aspectos relevantes sobre la interpretación de la Educación Física desde las diferentes referencias legislativas y otros documentos durante la dictadura que podrían ayudar a entender diversas perspectivas de esta área. ; The present study describes the treatment and interpretation of Physical Education under Franco's laws passed after 1939, so to discuss the important effect of the political orientation of this school subject until its progressive modernization in the 70's. History of Physical Education in Spain during the dictatorship of Franco (1936-1975) has dealt with two basic axes: the moralizing ideal of Physical Education according to the political-social context of the moment, and the studies that have analysed the habits of Physical and gymnastic practice of political organizations subject to the regime, such as «Frente de Juventudes» or «Sección Femenina». In conclusion, relevant aspects are presented on the interpretation of Physical Education from different legislative references and other documents during the dictatorship that could help understand diverse perspectives of this area, according to the examined Education Law.
