In this article, we analyze active methodologies in physical education. This type of methodologies promotes meaningful learning and is undoubtedly important within the area of physical education.
What are active methodologies in physical education?
Active methodologies in physical education are an alternative pedagogical, didactic, and methodological process characterized by making decisions focused on the interests and needs of students to create an educational environment of competency practice, participatory and contextualized, with the intention of producing meaningful and functional learning through action, reflection, and cooperation.
Currently, the vast majority of teachers know about active methodologies in physical education, although they are used in practice by a very small percentage.
The possibilities of application offered by active methodologies in physical education are multiple, as they adapt to the context, content, students, and teacher. In any case, they should adjust to the development of the competencies of the students.
Therefore, it would be important to coordinate actions among teacher trainers to promote an approach to active methodologies in physical education in a competency-based manner and adapted to the physical and psychological needs of the students who will work through them (2).
To this end, the teaching staff argues that the motivation of the students will be a factor that will condition the success of these active methodologies in physical education, as greater motivation will lead to greater success when working with students.
They are an alternative pedagogical, didactic, and methodological process characterized by making decisions focused on the interests and needs of students to create an educational environment of competency practice, participatory and contextualized, with the intention of producing meaningful and functional learning through action, reflection, and cooperation.
These methodologies in physical education should have the following characteristics for their application to be a pedagogical success:
- They should enhance motor skills
- They should be dynamic and reflective
- They will place great importance on continuous learning.
- They should be worked on from a cross-curricular approach
- They should develop in students competencies, capacities, and life skills. (3)
Examples of active methodologies in physical education
According to (1), the active methodologies in physical education that will have the most didactic applicability for obtaining meaningful learning by students will be the following:
Project-based learning (PBL)
- The main idea of this methodology in physical education is to connect school knowledge with social knowledge and real life, so that students do not feel they are learning something abstract and analytical, but rather learning that has a clear and authentic purpose
- It comprises a set of learning tasks based on solving questions and/or problems, involving students in the design and planning of learning, decision-making, and research processes
- Thus, students have the opportunity to work autonomously, culminating in the creation of a final product that they will present to others to collectively expand their learning
Design thinking (DT)
- A methodology that proposes the resolution of complex problems by applying the thinking and tools used by designers
- It is presented as an innovative and creative method for thinking about how to approach a problem from a different perspective
Cooperative learning (CL)
- Tasks are organized in small groupings
- The teaching-learning process mainly relies on the students
- All group members are co-responsible for their own learning and that of the other members
- The work corners are specific and defined spaces, located in classrooms or their immediate surroundings
Didactic contract (DC)
- Aims to change the relational parameters of discourse between teacher and student, so that implicit norms are replaced by explicit norms, also promoting student autonomy
- “Diversified classroom,” in terms of different times, spaces, contents, or goals
- It is a system that aims to provoke emancipation Teacher + Student vs. Contract
Flipped classroom (FC)
- It is a form of blended learning to obtain more motor engagement time in sessions
- It proposes the need to transfer part of the teaching and learning process outside the classroom to use class time for the development of more complex teaching activities that promote meaningful learning
- The potentialities that Web 2.0 offers for searching, creating, publishing, and systematizing resources through the internet favor this pedagogical model
Educational gamification (EG)
- Within the methodologies in physical education, gamification introduces elements and structures typical of games to motivate the active participation of those involved
- It involves the use of game elements in non-playful contexts
- It does not necessarily imply talking about digital devices, as the basic principles applied are: The mechanics of the game, its dynamics, and its components
Environments and corners (EC)
- The work corners are specific and defined spaces, located in classrooms or their immediate surroundings (utilizing hallways, corridors, etc.), where students work simultaneously around a single project or programming unit
- These spaces are designed to work on the zone of proximal development of each student, through the presentation of materials, activities, and challenges that awaken their interest and motivation
Case study (CS)
- Within active methodologies in physical education, the case study is a method to transfer knowledge or skills to a practical context
- Students are presented with a very particular case to draw a series of conclusions that can be extrapolated to other general situations
- For this methodology, decision-making by students becomes the main tool for its proper development
Research-based learning (RBL)
- Within active methodologies in physical education, research-based learning consists of applying teaching and learning strategies aimed at connecting research with teaching
- It allows for the partial or total incorporation of the student into research based on scientific methods, under the supervision of the teacher
Service-based learning (SBL)
- Within active methodologies in physical education, SBL establishes community service and self-awareness as a way to enrich the educational experience
- In the student, it seeks to develop social commitment with the learning of knowledge through acquiring different skills, attitudes, and values
Motor creativity. Body synectics (MC)
- Within active methodologies in physical education, body synectics is based on creativity, which is a capacity that can be educated and also educates
- Motor creativity allows the individual to make valuable innovations and solve motor-related problems
- Synectics aims to provide a repeatable procedure capable of increasing the possibilities of reaching creative solutions to various problems or situations
- It develops expressive, cognitive, energetic, and movement capacity
Problem-based learning (PBL)
- An initial problem is presented, learning needs are identified, necessary information is sought, and finally, the problem is revisited
- Students work collaboratively in small groups, sharing the possibility of developing skills, observing, and reflecting on attitudes and values that in the conventional expository method could hardly be put into action
Challenge-based learning (CBL)
- It is one of the most innovative active methodologies in physical education, as it actively involves the student, mobilizing their critical, reflective, and civic attitude
- From curiosity and analysis of the reality around them, students try to find solutions to a real, relevant, and environment-linked problematic situation
- It has similarities with problem-based learning and project-based learning
Learning environments (LE)
- The student interacts in a learning environment conditioned by different physical, human, social, and cultural circumstances
- What is sought with these conditioned environments in students is meaningful and purposeful learning
- Learning should be guided by the teacher
- This methodology is especially suitable for the work and acquisition of the competency profile that the subject in which it is applied has.
Conclusion
Active methodologies in physical education are gaining prominence in educational centers. With their introduction in the classroom, teaching focuses on the student in a constructive way, as the student becomes an active part of the teaching-learning process.
Physical education is not immune to this trend, and through this article, we aim to create a space for reflection on the integration of these active methodologies into the curricular elements of this area.
Bibliographic references
- Blázquez, D. (2020). Teaching methods in physical education. INDE.
- León-Díaz, Ó. (2020). Active methodologies in physical education. An approach to the current state from the perception of teachers in the Community of Madrid. Spanish Federation of Physical Education Teachers Associations.
- Ortíz, D. C. (2019). Current state of physical education from the teacher’s point of view. Improvement proposals. Spanish Federation of Physical Education Teachers Associations (FEADEF)
