El juego en la enseñanza de la natación
Main Article Content
Abstract
The present work arises within the framework of the Theory of Physical Education II, belonging to the teaching staff and licenciatura in Physical Education of the Faculty of Humanities and Educational Sciences of the University of La Plata. The text corresponds to the final instance. The theme that gave rise to it was to problematize the different theoretical perspectives present in the field of Physical Education and give an account of how it gives meaning to the concept of play in each one of them.
From the proposal of the chair, faced with the double challenge of inquiry and writing, I started to walk a field that I found interesting, which I offer tools to be able to decide today to take my first steps in research.
The specific question that started the work is, how is it possible that in the field of aquatic activities or more properly speaking, in the field of swimming, games of teaching appear as teaching resources?
In the first place, let us make clear that swimming refers to the action of "moving in water with a technique that implies economy of movement, high efficiency in advancement and low energy consumption" (Arsenio, 1998: 15). After reading this definition, our common sense automatically tells us that we are dealing with a sports discipline where the student is expected to be as old as possible, acquire certain movement techniques proper to the discipline.
At the same time we are aware of the difficulties and the complexities that it presents to learn to swim, since it is tried to dominate a means that at all is not familiar to us, on the contrary, it is totally different from the habitual one and following Arsenio (1998) A respiratory, postural and support re-learning.
At present, we find a large number of clubs and swimmers that offer the possibility of taking swimming lessons and in which we find that one part is dedicated to competitive swimming and the other to the so-called recreational swimming. But is there any real distinction between them? Are they two totally different swimmers? One is a sport and the other is a recreational activity? How are the class proposals that appear in each one of them? Can the game appear as a resource in swimming lessons?
Downloads
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International (https://creativecommons.org/licenses/by-nc-sa/4.0/deed.es).
References
Carballo, C. (2003). Proponer y Negociar. El ocaso de las tradiciones autoritarias en las prácticas de la Educación Física. La Plata: Ediciones Al Margen.
Centurión, S. E. y Rivero. I. (2015). Entrada: “juego, jugar, juegos motores”. En: Carballo, C. (Coord.). Diccionario crítico de la Educación Física Académica: rastreo y análisis de los debates y tensiones del campo académico de la educación física en Argentina. Cuidad Autónoma de Buenos Aires: Prometeo Libros.
Crisorio, R. (1995). “Entrevista” realizada por el Prof. Scharagrodsky. En: Revista Educación Física & Ciencia Año 1(0). La Plata: Departamento de Educación Física, FAHCE – UNLP.
Pavía, V. (2006). Jugar de un modo lúdico. Buenos Aires: Novedades Educativas.
Vázquez Gómez, B. (1989). La Educación Física en la educación básica. Madrid: Gymnos.
Villa, M. E. (2015). Entrada: “Psicomotricidad, educación psicomotriz”. En: Carballo, C. (Coord.). Diccionario crítico de la Educación Física Académica: rastreo y análisis de los debates y tensiones del campo académico de la educación física en Argentina. Cuidad Autónoma de Buenos Aires: Prometeo Libros.