Teaching Approaches to Learn Theoretical Contents in Physical Education: A Study about Contour Lines.
Identifieur interne : 000145 ( Main/Exploration ); précédent : 000144; suivant : 000146Teaching Approaches to Learn Theoretical Contents in Physical Education: A Study about Contour Lines.
Auteurs : Nicolás Julio Bores-Calle [Espagne] ; Ana Escudero [Espagne] ; Daniel Bores-García [Espagne]Source :
- International journal of environmental research and public health [ 1660-4601 ] ; 2020.
Descripteurs français
- KwdFr :
- MESH :
- méthodes : Éducation physique et entraînement physique.
- statistiques et données numériques : Programme d'études.
- Apprentissage, Enseignement, Femelle, Humains, Mâle, Étudiants.
English descriptors
- KwdEn :
- MESH :
- methods : Physical Education and Training.
- statistics & numerical data : Curriculum.
- Female, Humans, Learning, Male, Students, Teaching.
Abstract
PURPOSE
Fostering student's map reading skills, specifically understanding contour lines, is a challenging area of the Physical Education curriculum.
METHOD
238 students in their first year of secondary education (Mage = 13.1) were randomly assigned to one of these experimental conditions in physical education classes: (a) Teaching intervention 1 (TI-1): integrating the concept of contour lines into practical sessions of acrobatic gymnastics; (b) TI-2: theoretical sessions regarding contour lines; (c) Active control (AC): reading an introductory text about topographic maps; and two passive controls (PC) without any intervention, (d) PC-1 and (e) PC-2.
RESULTS
All students, except for PC-2, improved their knowledge of contour lines. Nevertheless, performing corporal figures (in TI-1) and employing pointing and tracing gestures (in TI-2) helped students to correctly resolve a broader range of tasks.
CONCLUSIONS
The results highlighted the benefits of teaching proposals that favor movement and the experience of the body.
DOI: 10.3390/ijerph17228599
PubMed: 33228097
PubMed Central: PMC7720116
Affiliations:
Links toward previous steps (curation, corpus...)
Le document en format XML
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Escudero</name><affiliation wicri:level="4"><nlm:affiliation>Department of Research and Psychology in Education, Faculty of Education, Universidad Complutense de Madrid, 28040 Madrid, Spain.</nlm:affiliation><country xml:lang="fr">Espagne</country><wicri:regionArea>Department of Research and Psychology in Education, Faculty of Education, Universidad Complutense de Madrid, 28040 Madrid</wicri:regionArea><placeName><region nuts="2" type="communauté">Communauté de Madrid</region><settlement type="city">Madrid</settlement></placeName><orgName type="university">Université complutense de Madrid</orgName></affiliation></author><author><name sortKey="Bores Garcia, Daniel" sort="Bores Garcia, Daniel" uniqKey="Bores Garcia D" first="Daniel" last="Bores-García">Daniel Bores-García</name><affiliation wicri:level="2"><nlm:affiliation>Department of Physical Therapy, Occupational Therapy, Rehabilitation and Physical Medicine, Health Faculty, Rey Juan Carlos University, 28922 Alcorcón, 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uniqKey="Escudero A" first="Ana" last="Escudero">Ana Escudero</name><affiliation wicri:level="4"><nlm:affiliation>Department of Research and Psychology in Education, Faculty of Education, Universidad Complutense de Madrid, 28040 Madrid, Spain.</nlm:affiliation><country xml:lang="fr">Espagne</country><wicri:regionArea>Department of Research and Psychology in Education, Faculty of Education, Universidad Complutense de Madrid, 28040 Madrid</wicri:regionArea><placeName><region nuts="2" type="communauté">Communauté de Madrid</region><settlement type="city">Madrid</settlement></placeName><orgName type="university">Université complutense de Madrid</orgName></affiliation></author><author><name sortKey="Bores Garcia, Daniel" sort="Bores Garcia, Daniel" uniqKey="Bores Garcia D" first="Daniel" last="Bores-García">Daniel Bores-García</name><affiliation wicri:level="2"><nlm:affiliation>Department of Physical Therapy, Occupational Therapy, Rehabilitation and Physical Medicine, Health Faculty, Rey Juan Carlos University, 28922 Alcorcón, Spain.</nlm:affiliation><country xml:lang="fr">Espagne</country><wicri:regionArea>Department of Physical Therapy, Occupational Therapy, Rehabilitation and Physical Medicine, Health Faculty, Rey Juan Carlos University, 28922 Alcorcón</wicri:regionArea><placeName><region nuts="2" type="communauté">Communauté de Madrid</region></placeName></affiliation></author></analytic><series><title level="j">International journal of environmental research and public health</title><idno type="eISSN">1660-4601</idno><imprint><date when="2020" type="published">2020</date></imprint></series></biblStruct></sourceDesc></fileDesc><profileDesc><textClass><keywords scheme="KwdEn" xml:lang="en"><term>Curriculum (statistics & numerical data)</term><term>Female (MeSH)</term><term>Humans (MeSH)</term><term>Learning (MeSH)</term><term>Male (MeSH)</term><term>Physical Education and Training (methods)</term><term>Students (MeSH)</term><term>Teaching (MeSH)</term></keywords><keywords scheme="KwdFr" xml:lang="fr"><term>Apprentissage (MeSH)</term><term>Enseignement (MeSH)</term><term>Femelle (MeSH)</term><term>Humains (MeSH)</term><term>Mâle (MeSH)</term><term>Programme d'études (statistiques et données numériques)</term><term>Éducation physique et entraînement physique (méthodes)</term><term>Étudiants (MeSH)</term></keywords><keywords scheme="MESH" qualifier="methods" xml:lang="en"><term>Physical Education and Training</term></keywords><keywords scheme="MESH" qualifier="méthodes" xml:lang="fr"><term>Éducation physique et entraînement physique</term></keywords><keywords scheme="MESH" qualifier="statistics & numerical data" xml:lang="en"><term>Curriculum</term></keywords><keywords scheme="MESH" qualifier="statistiques et données numériques" xml:lang="fr"><term>Programme d'études</term></keywords><keywords scheme="MESH" xml:lang="en"><term>Female</term><term>Humans</term><term>Learning</term><term>Male</term><term>Students</term><term>Teaching</term></keywords><keywords scheme="MESH" xml:lang="fr"><term>Apprentissage</term><term>Enseignement</term><term>Femelle</term><term>Humains</term><term>Mâle</term><term>Étudiants</term></keywords></textClass></profileDesc></teiHeader><front><div type="abstract" xml:lang="en"><p><b>PURPOSE</b></p><p>Fostering student's map reading skills, specifically understanding contour lines, is a challenging area of the Physical Education curriculum.</p></div><div type="abstract" xml:lang="en"><p><b>METHOD</b></p><p>238 students in their first year of secondary education (Mage = 13.1) were randomly assigned to one of these experimental conditions in physical education classes: (a) Teaching intervention 1 (TI-1): integrating the concept of contour lines into practical sessions of acrobatic gymnastics; (b) TI-2: theoretical sessions regarding contour lines; (c) Active control (AC): reading an introductory text about topographic maps; and two passive controls (PC) without any intervention, (d) PC-1 and (e) PC-2.</p></div><div type="abstract" xml:lang="en"><p><b>RESULTS</b></p><p>All students, except for PC-2, improved their knowledge of contour lines. Nevertheless, performing corporal figures (in TI-1) and employing pointing and tracing gestures (in TI-2) helped students to correctly resolve a broader range of tasks.</p></div><div type="abstract" xml:lang="en"><p><b>CONCLUSIONS</b></p><p>The results highlighted the benefits of teaching proposals that favor movement and the experience of the body.</p></div></front></TEI><pubmed><MedlineCitation Status="MEDLINE" IndexingMethod="Curated" Owner="NLM"><PMID Version="1">33228097</PMID><DateCompleted><Year>2021</Year><Month>02</Month><Day>01</Day></DateCompleted><DateRevised><Year>2021</Year><Month>02</Month><Day>01</Day></DateRevised><Article PubModel="Electronic"><Journal><ISSN IssnType="Electronic">1660-4601</ISSN><JournalIssue CitedMedium="Internet"><Volume>17</Volume><Issue>22</Issue><PubDate><Year>2020</Year><Month>11</Month><Day>19</Day></PubDate></JournalIssue><Title>International journal of environmental research and public health</Title><ISOAbbreviation>Int J Environ Res Public Health</ISOAbbreviation></Journal><ArticleTitle>Teaching Approaches to Learn Theoretical Contents in Physical Education: A Study about Contour Lines.</ArticleTitle><ELocationID EIdType="pii" ValidYN="Y">E8599</ELocationID><ELocationID EIdType="doi" ValidYN="Y">10.3390/ijerph17228599</ELocationID><Abstract><AbstractText Label="PURPOSE">Fostering student's map reading skills, specifically understanding contour lines, is a challenging area of the Physical Education curriculum.</AbstractText><AbstractText Label="METHOD">238 students in their first year of secondary education (Mage = 13.1) were randomly assigned to one of these experimental conditions in physical education classes: (a) Teaching intervention 1 (TI-1): integrating the concept of contour lines into practical sessions of acrobatic gymnastics; (b) TI-2: theoretical sessions regarding contour lines; (c) Active control (AC): reading an introductory text about topographic maps; and two passive controls (PC) without any intervention, (d) PC-1 and (e) PC-2.</AbstractText><AbstractText Label="RESULTS">All students, except for PC-2, improved their knowledge of contour lines. Nevertheless, performing corporal figures (in TI-1) and employing pointing and tracing gestures (in TI-2) helped students to correctly resolve a broader range of tasks.</AbstractText><AbstractText Label="CONCLUSIONS">The results highlighted the benefits of teaching proposals that favor movement and the experience of the body.</AbstractText></Abstract><AuthorList CompleteYN="Y"><Author ValidYN="Y"><LastName>Bores-Calle</LastName><ForeName>Nicolás Julio</ForeName><Initials>NJ</Initials><AffiliationInfo><Affiliation>Department of Didactics of Musical, Artistic and Corporal Expression, Faculty of Education, University of Valladolid, 34004 Palencia, Spain.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Escudero</LastName><ForeName>Ana</ForeName><Initials>A</Initials><AffiliationInfo><Affiliation>Department of Research and Psychology in Education, Faculty of Education, Universidad Complutense de Madrid, 28040 Madrid, Spain.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Bores-García</LastName><ForeName>Daniel</ForeName><Initials>D</Initials><AffiliationInfo><Affiliation>Department of Physical Therapy, Occupational Therapy, Rehabilitation and Physical Medicine, Health Faculty, Rey Juan Carlos University, 28922 Alcorcón, Spain.</Affiliation></AffiliationInfo></Author></AuthorList><Language>eng</Language><PublicationTypeList><PublicationType UI="D016428">Journal Article</PublicationType><PublicationType UI="D016449">Randomized Controlled Trial</PublicationType></PublicationTypeList><ArticleDate DateType="Electronic"><Year>2020</Year><Month>11</Month><Day>19</Day></ArticleDate></Article><MedlineJournalInfo><Country>Switzerland</Country><MedlineTA>Int J Environ Res Public Health</MedlineTA><NlmUniqueID>101238455</NlmUniqueID><ISSNLinking>1660-4601</ISSNLinking></MedlineJournalInfo><CitationSubset>IM</CitationSubset><MeshHeadingList><MeshHeading><DescriptorName UI="D003479" MajorTopicYN="N">Curriculum</DescriptorName><QualifierName UI="Q000706" MajorTopicYN="N">statistics & numerical data</QualifierName></MeshHeading><MeshHeading><DescriptorName UI="D005260" MajorTopicYN="N">Female</DescriptorName></MeshHeading><MeshHeading><DescriptorName UI="D006801" MajorTopicYN="N">Humans</DescriptorName></MeshHeading><MeshHeading><DescriptorName UI="D007858" MajorTopicYN="Y">Learning</DescriptorName></MeshHeading><MeshHeading><DescriptorName UI="D008297" MajorTopicYN="N">Male</DescriptorName></MeshHeading><MeshHeading><DescriptorName UI="D010806" MajorTopicYN="Y">Physical Education and Training</DescriptorName><QualifierName UI="Q000379" MajorTopicYN="N">methods</QualifierName></MeshHeading><MeshHeading><DescriptorName UI="D013334" MajorTopicYN="Y">Students</DescriptorName></MeshHeading><MeshHeading><DescriptorName UI="D013663" MajorTopicYN="Y">Teaching</DescriptorName></MeshHeading></MeshHeadingList><KeywordList Owner="NOTNLM"><Keyword MajorTopicYN="Y">contour 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IdType="pubmed">29062287</ArticleId></ArticleIdList></Reference></ReferenceList></PubmedData></pubmed><affiliations><list><country><li>Espagne</li></country><region><li>Castille-et-León</li><li>Communauté de Madrid</li></region><settlement><li>Madrid</li></settlement><orgName><li>Université complutense de Madrid</li></orgName></list><tree><country name="Espagne"><region name="Castille-et-León"><name sortKey="Bores Calle, Nicolas Julio" sort="Bores Calle, Nicolas Julio" uniqKey="Bores Calle N" first="Nicolás Julio" last="Bores-Calle">Nicolás Julio Bores-Calle</name></region><name sortKey="Bores Garcia, Daniel" sort="Bores Garcia, Daniel" uniqKey="Bores Garcia D" first="Daniel" last="Bores-García">Daniel Bores-García</name><name sortKey="Escudero, Ana" sort="Escudero, Ana" uniqKey="Escudero A" first="Ana" last="Escudero">Ana Escudero</name></country></tree></affiliations></record>Pour manipuler ce document sous Unix (Dilib)
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