Everyone who has attended Physical Education at school remembers that Physical Education classes always start with a warm-up for the body, followed by the main content, and finally a lighter activity, also called ” calm”. However, this model is effective for classes whose content is essentially practical, and are not always suitable for reflexive and / or investigative classes.
In this sense, working with content that is little understood by the students requires more than presenting the modus operandi of the proposal, that is: it is necessary that the student knows more than simply performing movements that do not make any sense to him. It is, then, the proposed activity gaining meaning. And this occurs not only by the simple execution of movements, but also by the historical-cultural understanding of the activity.
It is quite variable how the Physical Education teacher rests his class within this more complex proposal of understanding the discipline. This, of course, depends on several variables, such as the number of students per class; The purpose of the proposal; The available physical space; And the hierarchical structure of the institution where he works. Far from wanting to present a “recipe”, or a didactic structure cast, I present a possibility of teacher intervention to work a given content.
First, the objective of the proposal needs to be clear and then the paths to be covered must be outlined so that the objective can be achieved. It is necessary to emphasize that not always what we want happens in fact, that is, it will not be all the proposals that will have their objectives reached, in the way that was initially anticipated.
Another attention, that the teacher must have, is to break prejudices with the proposed content. This can be done from a conversation in which students’ preconceived ideas about the proposal are exposed, followed by consistent research in the library and electronic media on the subject. The research debate is critical as it allows students to broaden the learning process. In addition, videos on the proposal allow visual clarification, which may facilitate the performance of the practice of movement, which will follow.
The next moment may be practice. From the researches and the videos assisted, the teacher can guide practical activities, so that they are articulated with the knowledge initially acquired. This part can be seen only as a motor experience in the proposal, and of a playful character, which means that the collection by the perfect execution of the movements is completely unnecessary.
The closure of the proposal, through conversation with students, is quite interesting. This is because, at that moment, the teacher can have a more accurate feedback on the results of his proposal: it is here that the teacher can assess whether his initial goal has been reached and, if not, how the proposal Students; Or what the students took advantage of. Another possibility is the request for written works or reports on the project in question, a measure that allows the teacher to reach an even more precise, but less spontaneous, feedback .