Catholic University of Mozambique

Distance Education Institute

EXERCISES FOR 2ND SESSION

Albertina Bene

Chimoio

June

2020
Catholic University of Mozambique

Institute of Distance Education

EXERCISES FOR 2ND SESSION

Albertina Bene

Course: Bachelor's Degree in

Physical Education
Year of attendance: yes
Class:
Discipline: Teaching of
Sport
2nd Work
Teacher: Dr. Rofina Helena
Vasco

Chimoio

June

2020
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Index
Dedications........................................................................................................................................... 5

Thanksgivings ..................................................................................................................................... 6

CHAPTER I: INTRODUCTION........................................................................................................... 7

1.0. Contextualization ................................................................................................................... 7

1.1. Objectives................................................................................................................................... 8

1.1.1. Geral ................................................................................................................................... 8

1.1.2. Specific............................................................................................................................ 8
1.2. Methodology
CHAPTER II: THEORETICAL FOUNDATIONA ............................................................................ 9

2.0 Activity 2 second sessiono ........................................................................................................... 9

1) Oque é necessário para que o professor tenha uma boa didáctica ? No mínimo 5 ideias. ......... 9

List what a good teacher or trainer should observe for teaching to be efficient and
have meaning for the student or athlete.............................................................................................. 9

3) The teacher in their educational practice must rely on a tripod: what to teach, to whom
to teach is how to teach. Explain this tripod...................................................................................... 10

4) Why must the content taught by the teacher have meaning for the student? Give an example.
example................................................................................................................................................. 11

5) Differentiate Sports Pedagogy from Sports Didactics........................................................ 11

6) Provide a brief summary of the history of sports didactics...................................................... 13

7) Do you agree that didactics today is not limited to teaching methods and
techniques for the future educator? Justify your answer and write what the role should be.
Didactics in the present day..................................................................................................................... 14

8) Conduct research on the following themes: Purposes, contents, and forms for
an Evaluation Proposal; The approaches to teaching-learning, Teaching methods and
Classification of teaching methods (unlimited pages).................................................................... 14

CLASSIFICATION OF TEACHING METHODS IN PHYSICAL EDUCATION?..................................... 18

9) Didactic Organization of Training.................................................................................................. 18

A) Talk about the main factors that intervene in the sports teaching and training process.o ............. 18

10) Summarize the models of initiation, teaching, and sports training................... 19

11) Talk about the main phases that characterize the technical initiation model.............................. 19
 4

12) Talk about alternative or comprehensive models in sports education and training. .................... 20

13) Talk about conditional capacities and coordinative capacities (8 pages).................... 23

conditional capabilitiess .................................................................................................................... 23

14) Talk about spatial orientation........................................................................................................... 26

What does it mean to be a coach in a sports discipline?............................................................. 26

16) Talk about some profiles of a coach.......................................................................................... 27

17) What should the relationship between parents and coach be like?........... 28

18) Talk about some values that coaches should encourage in parents.. ................................... 28

CHAPTER III: FINAL CONSIDERATIONS................................................................................ 30

3.0 Conclusiono ............................................................................................................................. 30

Bibliographic Referencess .................................................................................................................. 31
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Dedications

This work is dedicated to my family: my husband, children, parents, and siblings, for supporting me in

difficult moments, and my mother Maria Pedro for teaching me the value of education and the
my friends for the patience in the moments they were by my side. And to everyone
relatives who have always believed in my work.
 6

Acknowledgements

For the execution of this work, I relied on the precious and friendly support and collaboration of
several people to whom I express my most sincere and recognized thanks here.

Oh, Teacher: Master's (MSc) Kombo Ernesto Kombo) in Educational Sciences and
Technologies by the University of Twente, Enschede–Netherlands Faculty of the University
Catholic University of Mozambique - Distance Learning Center for having developed the module of

didactics of sports that I supported a lot by reading.

To the management of the Catholic University of Mozambique, for the authorization granted for

execution of the work.

To the husband, friends, and students of the College: Malicopo, Anex, Isaías, Neidimila, and Pedro,
for the contribution made during the resolution of the work.

To the family for all the support and encouragement.

A big thank you to everyone.

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CHAPTER I: INTRODUCTION

[Link]

The teaching of Physical Education in schools and universities does not seem to be a task
easy for many teachers. One of the reasons for this situation is that Physical Education deals
with practice, making abstraction a useless tool.

This unit will highlight various aspects that are distinct yet have relationships among themselves.
great links, even overlaps. We are referring to requirements that a
A pedagogue must possess to be a good didactician, and practical contributions that didactics have.
with current affairs.

Learning is not solely and exclusively the result of need and/or interests.
internal to the individual; it is primarily a process in which he will develop and
modifying your personality, in the physical and mental spheres, by external influences
human experience, produced throughout history. In this case, it is the professor's duty to
role of systematizing the prior knowledge brought by students from their context
social, providing directed and oriented activities in order to ensure a new
meaning to your existence, whether group or individual. Given this, it has become healthy to
the construction of this text, as we consider didactics to be relevant, while
instrument, for the teaching-learning process.

In terms of structure, the work was organized into III Chapters and several subsections in a
second chapter, being

Chapter I is the introduction, which contains the contextualization, objectives, and methodologies used.
in the elaboration of the work. The II Chapter, the theoretical framework where it is presented
resolution of the questionnaire. Chapter III presents the Conclusion, and finally, there are the
Bibliographic references.
 8

1.1. Objectives
1.1.1. General
Understand the importance of didactics for sports.
1.1.2. Specific
Describe the differences between sports pedagogy and sports didactics.
Analyze the teacher's activities to have good didactics
Explain the main focus of didactics.
[Link]

For the realization of this work, the bibliographic method was used, which was based on
research from various literatures duly cited in the bibliographic references, if necessary
discriminate the virtual library.
 9

CHAPTER II: THEORETICAL FOUNDATION

2.0 Activity 2 second session

What is necessary for a teacher to have good teaching skills? At least 5.

ideas.
Being a teacher is more than teaching content, formulas, and techniques; it is
also educate, shape citizens who think and have the autonomy to decide, that
fulfill their duties and fight for rights.
Being a teacher is having hope!
It's to fight, seek, succeed, and fail!
To be a lighthouse is to be a safe harbor!
It is to believe, it is to have faith, it is to dream!

Being a teacher is above all loving.

2) List what a good teacher or trainer should observe for the teaching to be
efficient has meaning for the student or athlete.
The behavior of the coach during the teaching-learning process of a
sports modality, in training or in competition, has recently been the subject of study
from various investigations (Arroyo & Alvarez, 2004).
At the training level, one of the reference studies in this area was conducted by Tharp and
Gallimore (1976), who conducted the analysis of the behavior of the renowned coach of
college basketball, John Wooden. The observation was made in 15 sessions of the season
1974/75, having been used, in the analysis, a system of behavioral categories.
The Instruction (50.3%) was the predominant behavior, demonstrating that the coach
emphasizes your intervention in the instruction of tasks and in the correction of the athletes' performances.

The study by Rosado, Campos, and Aparício (1993) aimed to characterize

the enthusiasm of various coaches.
Direct observation was used, through the behavior observation system.
of enthusiasm in training. The results show that the coaches reveal more
Enthusiastic behaviors compared to non-enthusiastic ones, in a ratio of ten to one.
The author concludes that, in a training situation, the behavioral profile of the trainers of
School Sports and Federated Sports are, globally, similar.
However, the author highlights the fact that in School Sports, coaches demonstrate
greater attention to students' verbal interventions than to coaches in sports
Federated. Palma (2002) also conducted a research on behavior of
football coach. The goal was to describe and characterize the behavior of
 10

coach in training situations in football and compare their behaviors based on

different levels of practice. 5 senior team coaches participated in this study
belonging to the Portuguese Football League (1st and 2nd) and 5 senior team coaches
belonging to amateur teams (3rd National and District Division). Two training sessions were filmed.
by trainer.

3) The teacher in their educational practice must be based on a tripod: what to teach, the
who teaches and how to teach. Explain this tripod.

What teaches the selection and organization of content, resulting from

cultural requirements related to the objectives that express the dimension of
intentionality of teaching action (who teaches).
The social and political intentions of education (why teach) must be appropriate.
at ages and in relation to the mental development of students (for whom it
teaches).
The teacher positions themselves as a mediator between the student and the objects of study (as if

Students establish a study relationship with knowledge, being involved in a

social relationship that materializes in the classroom and in the dynamics of internal relations
what happens at school in its organizational practices. (under what conditions is teaching done).

Teaching is showing the student the beauty and power of thinking, of breaking the shackles that make
objectified man, alienated, dominated by globalization and the media. as a result
To educate thinkers is to form free individuals, capable of doubting, criticizing, feeling,
to intuit, to fight for oneself and for the common good. Thinking is living, it is finding your way.

Teaching is not transferring knowledge, but creating the possibilities for its production or
its construction". (FREIRE, 1996:26)
Teaching requires common sense and commitment, knowing how to listen, respecting, being coherent, abolishing

definitely from your practice the rancid saying of 'do what I say, but don't do what I do'
I do it mainly because I love what I do, being a teacher with body and soul.
always teaches if the learner, student, pupil...
How to teach:
Based on planned methods and means, it is possible to achieve success in the teaching process.
learning.
 11

The teacher must know the personal life of their students to know what to teach and the
who teaches and adopts mechanisms on how to teach, these tripe have the same tone in a
teaching-learning process.

4) Why should the content taught by the teacher have meaning for the student? Give an example.
example.
The planning and execution of the MED requires clarification of each person's roles.
actors. Only then can the teacher develop a teaching and effective support function.
along with the students who need it most. The role of the teacher goes through various phases of

intervention and takes on a supervisory role for the activities organized by themselves
students and intervenes in aspects that require more care in terms of teaching and correction
of learning activities. However, for the MED to work through a role
It is necessary for the teacher to have a good level of self-organization and development.
the teamwork of young students. Therefore, the development of the MED must respect
certain phases. The role of questioning by the teacher is decisive for
to make the student the center of understanding the role they will develop (Mesquita, 2012).
Autonomy and decision-making by the student is one of the essential objectives of MED.
especially in the later stages of its development.
An important aspect to be considered for the change process to happen is the
teacher-student relationship or teaching and learning, often considered and executed
like disjoint actions, resulting even in that well-known cliché: 'I taught, the students are the ones who...'

did not learn.

The teacher-student relationship is imbued with history, with centuries of reflections on the profession.
to educate. Even professionals who are unaware of the names and works of great thinkers
in education, they are influenced by their ideas in their pedagogical practice.
It is necessary to stop, think, review our teaching practice and perhaps start a new journey,
a new story.

5) Differentiate Sports Pedagogy and Sports Didactics.

Sports pedagogy presents itself as the science of teaching physical activities.

The Pedagogy of Sports

 12

It is a social science with the function of improving and guiding sports physical activities.
individuals and groups of all ages, whether in social and institutional environments
organized (such as schools and clubs) either in formal environments or informal ones.

In reality, Sports Pedagogy aims to build a project of comprehensive education.

besides physical improvement and the adoption of healthy lifestyles, what would no longer be
little, the Pedagogy of Sports is a project for promoting bio-psycho-social well-being
spiritual, of social education, civic, of cultural education, grounded in the values of
brotherhood, camaraderie, social coexistence, in cooperation, in respect and in
mutual understanding, in friendship, in combating discrimination based on characteristics
such as nationality, ethnicity, and gender.
On the other hand, from an individual perspective, it emphasizes life skills considered as
fundamental: the value of self-knowledge, self-control, self-realization, of
appreciation of effort, perseverance, self-improvement, personal harmony.
The Pedagogy of Sport is not characterized, at least fundamentally, by there also being some,
a set of contents, more or less defined, not so much by a didactic approach or a
concrete methodology and, much less, by the existence of professionals or spaces
particularly qualified to develop them. In all social environments, teaches-
We learn and educate. We are all educators, we are all responsible.
The Pedagogy of Sports, we tend to understand it as a Special Pedagogy, applied to
concrete problems of human life, constituting a domain of Sports Sciences and
in the Educational Sciences, a set of subjects that seek, in one way or another,
responding to the diversity of problems posed to Man by Sports. We do not exclude,
therefore, the privileged relations with the Sciences of Education, since, in Pedagogy, it is, in
large part, of Science and Education that is being discussed.

The Didactics of Sport

Discipline that studies and gathers the knowledge, the know-how, and the didactic know-how that
they apply or can be applied to the set of educational activities of a physical nature
sporty.
 13

6) Provide a brief summary of the history of sports didactics.

Dear students: we will begin a very important subject for those who are already
professor, because it gives you the opportunity to reflect on your teaching practice and for what
it is still not, to make contact with a discriminated field of science (which is the field
the human sciences) by those who enter the laboratory experimental areas, but who in us
allows for an understanding of the theories that govern teaching and learning. A teacher
who is unaware of the fundamental knowledge surrounding the principles of learning, such as
it can offer an education that provides opportunities for the construction and production of knowledge

in a methodical, critical, scientific, and ethical manner?

We will begin the study on Didactics, noting that it has always existed in the history of
humanity because man has always taught and learned. However, the school as a
institution for all was only socially instituted as a way to transmit the cultural legacy
built by humanity, only a little more than two hundred years ago. We find as
exponents of contemporary thought in antiquity Socrates, Plato, and Aristotle and in the age
Saint Augustine, Thomas Aquinas who saw man as
to be developed he who belonged to the class of free men, capable of receiving a
education aimed at the ideal of morality, character formation, habits, mastery of
passions, justice, and others.

We know that formal education has a reproductive character that is a quality of

human species: to conserve what already exists. But we also know, by the ability to think,
to analyze and understand reality, man is capable of interfering and transforming it.
reality, checking the contradictions generated by your work.
The history of humanity confirms this when we find the relationship of production.
feudal with its conservative work, low productivity and use of rudimentary techniques
will be replaced by a new economic system, motivated by the needs of the nobility.
to expand your business, through the development of trade and cities, by
strengthening of new ones
modes of production with free and wage labor and the emergence of a new class
social: the bourgeoisie. This new economic system, capitalism, marked a new moment
in the history of humanity, considering that individuality, equality, and freedom of
Men were generated by new needs, new conceptions of the world, and new values.
 14

Do you agree that didactics today is not limited to the teaching of methods?
and techniques to the future educator? Justify your answer and write what the role should be of the
Didactics in the present time.
For José Carlos Libanêo, Didactics is a pedagogical discipline that studies the objects,
conditions of the teaching process, the means and the educational scenario. Because the contents of the

teaching disciplines stem from the science that underpins them. The teaching discipline
involves a selection of knowledge based on pedagogical and didactic criteria; of
In the same way, the methods of science and the methods of teaching are connected, not identical.

because teaching activity implies a pedagogical relationship that is peculiar to it, distinguishing
from that which occurs in scientific activity (LIBÂNEO, 1994).
Nowadays, teaching should take the direction of students being capable of making a living from
from what was learned, not just mere receivers without practice

8) Do a research work on the following topics: Purposes, contents, and forms.

for a proposal for evaluation; The approaches of teaching-learning, Methods of
Teaching and Classification of teaching methods (unlimited pages).
Libâneo (1994) defines method as "the way in which the teacher appropriates,
with the purpose of achieving a goal, that is, it is the use of a set of actions,
steps and procedures, which corresponds to the sequence of activities of the teacher and the student.
They are teaching methods:
1. Expository Method;

Verbal presentation format or expository class, which occurs in circumstances where it is not
It is possible to provide the direct relationship of the student with the study material. In addition to this, the

demonstration and illustration are part of the exposition methods. The lecture is the
the most traditional teaching technique consists of the logical presentation of a topic
structured. Outline with title and subtitles of the topics. It has two positions: Dogmatic position:
The transmitted message cannot be contested, it must be accepted and repeated without discussion.
Position of dialogue: The message is pretext that can be challenged, research and discussion.
Procedures to be used: a) Clearly establish the objectives; b) Maintain the
students in attitude Physical Education lexicon c) Give an emotional color d) Use illustrations,
graphs e) Promote quick and objective exercises. The systems, methods, or processes of
evolution is multiple, configuring itself for each case based on certain
conditions.
 15

2. Independent working method;

It consists of activities directed and guided by the teacher. Normally, the subjects
laboratory whose theoretical part has already been offered in another subject as a prerequisite
(examples, compiler laboratory, operating systems laboratory, etc.) use
this method as part of the learning process. Personal research work.

3. Method of Working Together;

For Fleishman (1972), it is the overall quality of the individual related to the execution of a
variety of skills or tasks in Physical Education. In other words, capability is the
the quality of an individual related to the performance of a variety of skills
motors, such as strength, speed, reaction time, flexibility, balance, etc.

4. Group work method

According to Fleishman (1972), it is the general quality of the individual related to the execution of a

variety of skills or Physical Education as. In other words, ability is the

the quality of an individual related to the performance of a variety of skills
motor skills, such as strength, speed, reaction time, flexibility, balance, etc.
Are these methods used for teaching Physical Education?
In the subject of Physical Education and in sports, particular methods can be used:
Teaching methods in the subject of Physical Education
The methods for teaching Physical Education can be:
a) Sensory-perceptual (based on the practical application of the sensory-perceptual principle, that is,

representation of motor action:

Visual director: refers to the presentation of motor action to the athlete in a way
complete, whole and with the rhythm of the required exercise
Visual indirect: based on the presentation of the motor action that the athlete should
execute, but not completely
Auditory: Its use allows the coach to broaden the information and representation of
movement (music, clapping, whistles, and musical instruments separately).
Proprioceptors: they rely on the regulation and direction of movement to execute
correctly the exercise technique
b) Verbal:
 16

Explanation: On occasions, despite the fact that the coach has performed the demonstration.
Adequately, disturbances in technical execution persist, making it necessary to seek
other ways; perhaps the use of detailed explanation is the solution to the conflict.
Organization: when the coach guides the warm-up in the introductory or initial part of
training session or class, gives an explanation of the exercise and immediately the command voice
preventive: attention: 1,2, 3,4. Sometimes it uses another terminology: side arms, arms in
top, sides, bottom, and repeat the cycle. However, each coach may use the commands.
instructions that I consider appropriate.
Description: the description can mean a procedure used by the coach,
performing the role of teacher-athlete, of athlete. When the athlete expresses
As one should carry out the technique, or correct a partner, they will assimilate better.

clarity.

c) Practical methods:

Totally or globally: the essence consists in the basic mastery of the technique of action
motor, then with training, all the details are learned.
Global-fragmentary-global: It is the combination or integration of the explained methods.
previously.
Repetition: It consists of the repeated execution of a given motor action under certain conditions.

constants, from the same initial position, speed and vary the components of the
load. For example: in teaching the attack in volleyball, execute it with the same
technique, pass height and for a specific zone. Also, it is used in the
cyclical sports.
Variables: After consolidating the motor habit, it is necessary to achieve performance
superior, in which the athlete can perform it under the appropriate conditions of the scenario of
competitions. In the mentioned example of volleyball, it means to gradually increase the

coordinative complexity of motor action, include blocking, more than one blocker,
direct to an area according to the opposite opposition, attack with different heights of
pass, among others.
Combined: Use the integration of repetition methods and variables.
For the development of motor skills:
 17

Repetition: the exercise is repeated without substantial changes in structure or

external load parameters.
Interval: used in a regime where a load is applied over an interval of
relatively stable rest. This period of rest is insufficient to cause a
complete recovery.
Continuous: to educate general resistance. It is based on cyclic exercises and consists of
in the prolonged execution of moderate-intensity physical work.
Variable continuous or Fartlek: it is mainly used with cyclic movements.
natural. The variable magnitudes are rhythm and speed (Resistance)
Variable repetition: directed variation of the load during the exercise (of the forms
of movement, of rest intervals, of the external conditions of the activity, of the
different load parameters.
Game: applies to all sports and is performed under normal and
variation. It promotes motivation and interest among the participants.

Competitive: it is widely used in Physical Education. There are 2 ways to use it.
lo:
a) Elementary: it consists of stimulating interest and its activation during execution of
different exercises;
b) Developed: it is a relatively independent form of organizing sessions of
training (of control, test, official competition).
In the educational process, the following auxiliary methods can also be used: Praise,
Agradecimentos
Private, Disqualification.
Methods can also be classified:
According to the levels of assimilation: Explanatory-illustrative; Reproductive; Problem;
Partial or heuristic search; Investigative.
According to the teacher-student relationship: Expository or verbal; Independent work;
Joint elaboration.
Second source of knowledge acquisition: Verbal; Visual or intuitive;
work in the textbook; Practical.
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CLASSIFICATION OF TEACHING METHODS IN PHYSICAL EDUCATION?

Teaching methods play a significant role in the teaching and learning process.
because they reduce learning time, making better use of the potentialities of
our sensory organs, and contribute to a greater retention of knowledge in
memory. The teaching methods are generally considered to be mere instruments
teacher's aides in the teaching-learning process. Their development of
means can promote substantial changes in the pedagogical process as a whole, being
in many cases necessary for the achievement of certain objectives, which can be
classified in
The teaching methods can be classified into:

Tactile-cenesthetic means: Natural objects; Forms of the practice terrain; Environment

environment; Sports equipment; Rhythmic instruments; Auxiliary staff.
Acoustic Means: Whistles; Claps; Megaphone; Sound Equipment.
Optical Means: Signals; Fixed Views; Transparencies; Data show; Drawings; Films;
Demonstration; Photos.
Symbolic or logical-mathematical means: Flags; Distinctions; Uniforms; Signs;
Manuals; Maps; Measuring equipment; Tables; Diagrams; Schedules.
Simple or combined Idiomatic Means: Sports press; Literature
Scientific; Self-monitoring notebooks; Regulations; Sports manuals.

9) Didactic Organization of Training.

A) Talk about the main factors that intervene in the process of teaching and sports training
As Hernández Moreno (2000) states, any process of initiation, teaching, and training
sports should consider three fundamental factors, which intervene decisively in
considered process. These are:
The Individual - The characteristics of the subject practicing must be taken into account. Their
basic physical abilities, your personality, your motor experience, your
behavior or your learning ability are factors to take into account
at the time of applying a teaching and sports training process.

- Sport - The characteristics of the modality, its structure and dynamics are a factor
significant, since based on these the practitioner will have greater aptitude for one or the other
 19

mode. The practical characteristics also determine, to a great extent, the training process.
considered.

- Context - The characteristics of the subject and the activity complemented by the context
in which both are situated. As mentioned earlier, it will not be the same if the activity
it is contextualized in an environment with a greater educational tendency such as school sports, or if

for an environment where performance is an essential factor, also considering the variants of
leisure and physical activity previously presented. The purposes of these activities are different.
what implies that the characteristics of the teaching and sports training process also
they must be.
These factors form an interactive triangle in which every coach should
to influence and seek to dominate the achievement of their teaching and sports training process.

In the following sections, we will dedicate ourselves to the specification of the different models of

organization of the training focusing on those we believe are more in line with the
development of the potential of the interaction established by the previously mentioned factors
described.

10) Briefly describe the models of initiation, teaching, and sports training.
There are two models known and currently worked on in initiation, teaching, and training.
sport for young people: the first 'technical' or 'traditional' model and the models
"alternatives" or "comprehensive," where the former precedes the latter in time.
In this sense, we can affirm that, on one hand, the technical or traditional model focuses on
development of technical skills in the first instance, while on the other
on the other hand, alternative or comprehensive models focus on the development of skills
integrated into a game context, valuing the contents on a deeper scale
tactics and the reality perceived by the practitioner.
In this way, we briefly present both models, even while assuming our
interest and personal conviction in alternative or comprehensive models.

11) Talk about the main phases that characterize the technical initiation model.

The traditional model of sports education adopts as its methodology the development of
sports technique as the main premise to start and develop the practice of any
sports discipline. Contreras, de la Torre & Velásquez (2001) cite Ruiz Pérez (1996) to
 20

it is noted that in this approach to sports education 'it is considered that the learning of
technical components must precede the introduction of practitioners to tactical secrets and
strategic.
Regarding the constituent phases of the teaching and training process underlying the model
technical or traditional we can observe below its schematization, which was
presented by Contreras, de la Torre & Velásquez (2001).
In this model, all specific skills are based on a performance model.
what is considered a technically proven solution before some or some
two problems that arise when trying to achieve the game objectives. This is, therefore, a
model that focuses on the analytical aspects of sports technique development
(first decomposing it into its distinct phases of execution) and then in its integration
styled in a game situation, first simulated and then real or adapted.
This is a model that was imported from the realm of high-performance sports reaching up to
in the context of School Physical Education, what justifies its focus on technical precision of
execution aimed at a functional and aesthetic improvement of the considered technique.
In this regard, as stated by Castejón, Giménez, Jiménez & López (2003), "the model
technician, focused on technical execution before moving to tactics, provided guarantees to some
agents, but there are clear limitations in Physical Education when it comes to starting any
sport, in relation to the majority of other agents. Nevertheless, sport also
should be understood as a means of transmitting values and, in this case, an application
focused exclusively on the representation of one or more execution models
proven, but with a clear incitement to imitation, also implies a learning
mimetic, which may have no meaning for the learners, apart from instilling in them
a plan that is slightly critical and does not promote autonomy.

12) Talk about alternative or comprehensive models in teaching and sports training.
In response to the shortcomings presented by the technical or traditional model, new approaches are emerging.

In recent years, a methodological focus on initiation, teaching, and sports training. In this
the conception, the technical execution itself is no longer the main target of the sports action,
but rather the tactical performance (that is, the application of technique in a game situation), the

response plasticity, the ability to solve the various problems that arise in
playful but more complex sports practice. Thus, perfect technical execution does not have to
to be the sole and primary objective of sports action, but rather its inclusion in context,
 21

that is, to know and apply (declarative and procedural knowledge) the 'when?'
"how?" and "why?" of said usage.
In this line, Rink, French & Tjeerdsma (1996) emphasize that the great contribution of
comprehensive models developed based on Teaching Games for Understanding
The appreciation of the game and the development of knowledge and awareness
tactics must precede the development of the motor skills of this game, that is, the
"what to do?" should precede "how to do?" In this sense, Devís (1996) states that "the
context and the problems of the game are inseparable and both relate to its tactic until
to the point that, to resolve motor issues arising within the context of play, it will be
it is necessary to understand the basic tactical principles or aspects.
A teaching for the understanding of sports games therefore implies addressing the
learning of tactical aspects. In this way, the learning and development of
sports games will progress from tactics to technique, from why to what to do.
Thus, comprehensive sports education "fosters, through reflection on and about the
practice, the relationship between what they are learning and what is already known, and in turn recognizes and

promotes the autonomy of practitioners through the constant evaluation of the adequacy of resources
employed regarding the objective to be achieved in each practical situation" (Castejón,
Giménez, Jiménez & López, 2003).
Regarding the different ways to carry out comprehensive education in sports, Castejón,
Giménez, Jiménez & López (2003) show the schematization made by Jiménez (2000)
When considering and comparing the two models and, within the comprehensive models, the differences
perspectives and possibilities. In summary, we consider that among the different models
Comprehensive observations reveal two axes of analysis:
One related to the type of practice - We can find vertical and horizontal models.
The first emphasize only one sports modality, which allows for progressions.
situations that require specific technical-tactical adaptations from practitioners, through
game sequences that progressively increase their structural complexity and
functional. The seconds impact their intervention in the structure and internal logic of the different
games and modalities that share the same nature and objectives. In these, the intervention is
carried out according to the common progressions of the different games or through games
modified sports that share similar strategic issues.

-Outro related to the type of intervention–We can find models centered on

structure of the game, which assumes an active subject with reflective capacity in order to
 22

organize your motor skills autonomously, through focus on development

two mechanisms of perception and decision. On the other hand, we can

find constructivist models, in which the active subject and capacity are considered
to build your own learning, promoting an understanding of nature, the
characteristics and objectives of sports activities where the practitioner begins and trains,
as well as the meaning and significance of the learning that can be done at each moment.
These two axes of analysis are dependent, resulting from their relationship the different models.
considered. In any case, as previously mentioned, we can find among the
comprehensive models, those that focus their action on a single sports modality and
those that focus on the internal logic that present similar modalities (such as, for
example, team sports or combat sports). On the other hand, from the point of
From a methodological perspective, we find conceptions focused on technical-tactical development.
as a consequence of the game experienced, from which the experience stood out
tactical and technical notions and, finally, others, where the game is decomposed in such a way that it

emphasize the technical-tactical situations that are intended to achieve.

we found models that focus their intervention on the meaning that learning should
to possess for the practitioner who performs it, through the implication of this in their own process of
development.
In this regard, we can state that in relation to the technical-traditional model, we
comprehensive models to tactics is the instrument used to solve the problems that the
The game situation provokes. In fact, comprehensive models focus their attention on
tactical dynamics of the sporting game and in understanding its logic, as just like
we highlighted, these alternative models to the technical model of sports teaching and training are
based on comprehension, that is, on teaching for understanding, even though each of them
perform a distinct application of this model. This understanding naturally refers to
to the development of cognitive aspects in sports situations. If we refer to the term
"understanding" is because there is effectively a specific dynamic, to participate in
understand. This reality "means that a movement always takes place consciously.
pursuing the accomplishment of a motor task, which implies that the cognitive part of the action is
it is brought to the forefront. With consciousness, however, one does not only reflect on the
objective of the movement as well as about its realization, leaving open, since the
view of the action theory that parts of the action are mandatory and fundamentally feasible to move to
"conscious" (Grosser, Hermann, Tusker & Zintl, 1991).
 23

13) Talk about conditional capabilities and coordinative capabilities (8 pages).

conditional capabilities
Conditional capacities provide the practitioner with the necessary bio-physiological basis for the
its sports development. Due to its fundamental importance, but also because of its high
level of control and measurement, these deserve our special attention
regarding coordinative abilities.

Force
According to Hahn (1988), force is the ability of a human being to overcome or act against.
an external resistance based on the nervous and metabolic processes of the musculature.
However, Castelo et al. (1996) state that the definition of strength is not unanimous, so
it will always be essential to analyze the structure of the different forms of manifestation of this,

such as nervous factors, psychological factors, muscular factors

(energetics) and the biomechanical factors.
We found the different types of manifestations of force:
Explosive Strength: corresponds to the neuromuscular system's ability to overcome resistance.
with a high contraction speed. It is a trainable manifestation through the
application of reactive situations against determined resistances.
Maximum Force: corresponds to the greatest tension that the neuromuscular system can produce.
in a maximum voluntary contraction. It first develops through an increase in hypertrophy
muscular and by intramuscular coordination.
Resistance Force: corresponds to the organism's ability to resist the onset of
fatigue, maintaining strength production levels in accordance with the demand of the
situation. It is a manifestation that is closely related to the organic capacity of
resistance, with its specificity being observable in the characterization of this capacity.
It should be considered that, given the still low percentage of muscle mass in the most
young people, they should not be asked for a maximum effort, likewise
not recommended due to the high bone elasticity that characterizes their growth.
Resistance

Bompa (2002) points out that 'resistance refers to the length of time that an individual'
can perform a job with a certain intensity. The main factor that
limits and at the same time affects performance is fatigue.
 24

Depending on the time it takes for fatigue to set in, different types can be defined.
manifestations of the capacity for resistance. For this reason, it is common to refer to the existence of
a general resistance (multifunctional, common to different sports modalities) and a
specific resistance (eminently related to the type of effort required and
trained). The latter is associated with short, medium, and long-term resistance manifestations.
long duration.
In youth training, long-duration endurance should be prioritized, since the
this organism does not seem receptive to short or medium duration stimuli.
the ability to dose effort should thus be an important factor in the application of training
of resistance, since young people tend to act in bursts of intensity.

Speed
Castelo et al. (1996) summarize the definition of speed as 'the ability to react.'
quickly, to a signal or stimulus and/or perform movements with reduced opposition in
as brief a period of time as possible.
Among the different manifestations of speed that we can find, we gather these
in three fundamental types:
Reaction Speed: it is the ability to respond to stimuli of any kind (visual,
auditory, tactile, etc.) in the shortest possible time.
Execution Speed: it is the ability to perform a technical gesture in its entirety.
amplitude in the shortest amount of time.
Speed of Movement: in this we can consider the acceleration speed (since the
inactivity to movement), the maximum speed (maximum movement that the body can
to reach) and the resistance speed (corresponding to the absence and non-appearance of fatigue
in short-term efforts).
We can also divide speed into cyclical (continuous movements like running) or
acyclic (non-continuous movements such as the execution of a technical gesture).
Speed training in young people allows for the improvement of its different components, thus
such as gestural frequency and overall dynamic coordination.

Flexibility
from third parties. In flexibility training, the movements should be smooth, avoiding the
appearance of pain.
 25

Flexibility promotes the economy of movements, reduces parasitic muscle tensions and
prevents the appearance of injuries. The flexibility work should be done more in
the sense of maintaining the levels presented by the youth rather than increasing them, as is the case
with the other conditional capabilities.
Both flexibility and the other conditional abilities should be stimulated.
always with an appropriate warm-up that indicates the consequent work and never in
situation of fatigue.

Ccoordinative abilities

The development of coordinative capacities proves to be a key element in the process.

in the construction of the sports practitioner, addressing the previously mentioned concerns
mentioned about the structure of the task and its influence on the type of learning that
detonator. In this sense, it is the richness and diversity of the motor tasks proposed to the practitioner.

what will determine the contribution to an improvement and enrichment of your motor skills
and consequently the improvement of your coordinating abilities.
There are various existing taxonomies regarding the number and components of capabilities.
coordinators, there being different proposals regarding it. In this sense, and because we believe it to be the

more appropriate description we support Hirtz's proposal (1986; cited by Carvalho,

Assunção and Pinheiro, 2009:
Spatial Orientation Ability - Determines the position, situation, and movement of the body
in space and time. It allows the practitioner to place themselves in a practical situation, recognizing the

space where one finds oneself, one’s companions and/or adversaries anticipating
also the dynamics of this process.
Kinesthetic Differentiation Ability - Allows for the discrimination and adjustment of movements
carried out with economy and precision, regardless of their dynamics. It controls the
information coming from the musculature, regulating the application of movement.
Balance Ability - Allows to preserve, maintain and restore the body's balance.
throughout the entire motor action.

Rhythm Ability - Allows the perception and execution of motor gestures in their
appropriate moment and in accordance with the requests of the context.
-Reaction Capacity - Allows for the initiation of motor actions quickly and effectively in a
determined moment of expectation.
 26

The degree and quality of coordination functions influence the speed and quality of
learning processes of skills and sports techniques. These abilities allow
a quick degree of adaptation to variable conditions and thus ensure overcoming
the multiple situations that the action provides.
However, the coordinative skills manifest themselves in different ways in the various
sports modalities. The coach must thus have a clear understanding of the core abilities in
your mode of election or at the moment of sports training in which the practitioner
find. However, these are capabilities that are difficult to measure due to their
dependence on the Central Nervous System, so the trainer's work will be developed
in accordance with what he/she will consider correct at the appropriate moment.

Talk about spatial orientation

Spatial Orientation - Determines the position, situation, and movement of the body in space and in
time. Allows the practitioner to place themselves in a practical situation, recognizing the space where they

find oneself, one's companions and/or one's adversaries also foreseeing the
dynamics of this process.
Spatial orientation Ability to perceive and modify the position of the body in
space and time.
Forms of manifestation
On the orientation of the subject in space

On the subject's orientation in the playing field

Examples of tasks
High jump: perception and alteration of the position of body segments, according to the point
in which it is located, of its flight path.
Collective game: perception and alteration of your attitude according to your position in space
game

What does it mean to be a coach of a sports discipline?

The coach is the competent person who directs the training and competitions. They should possess the
knowledge and skills necessary related to its specific modality, especially in
that pertains to the training methodology.

The coach, in addition to his technical skills, should also convey attitudes,
values and norms both sporting and social. One should be aware and a promoter of the best
 27

conduct for its practitioners, acting with regulatory functions, determination of

objectives, observation and reinforcement, also stimulating these same qualities.
trainer, beyond their technical skills should also convey attitudes,
values and norms both sports and social. He should be aware and a promoter of the best
conduct for its practitioners, acting with regulation functions, determination of
objectives, observation and reinforcement, also encouraging these same qualities.

16) Talk about some profiles of a coach

The coach, in addition to his technical skills, should also convey attitudes,
values and norms both in sports and social contexts. He should be aware and a promoter of the best
conduct for its practitioners, acting with regulation functions, determination of
objectives, observation and reinforcement, also stimulating these same qualities.

Traditional Innovative Technology Collaborative Critical Psychologist

l
o o

Application Study Transmission Delegation Dialogue Very critical

of control models and methods do your permanent com o
Thread effective two modern work e world
sofico parameters sporty
measurable

Executive Styles Experiment No é the Conversations Search for the

different, the form of coach that long perfection
Continuous planning do everything before do
Style meticulous the actions work

Specific and Distinct Use They use us mainly Use them,

Half traditional materials, greater the helpers the word modifying
Sophisticated number of -os in
means e function yes
resources analysis that
do
 28

Serious and tense climate Pleasant Positive, Good Tenso e

various different critical
levels of
trust

How should the relationship between parents and coach be?

A normally controversial relationship occurs between coaches and parents. Naturally,
these last ones want the best for their children, although sometimes this desire leads them to
a greed for performance that generates stress and conflict in young practitioners. On the other
In addition, the interference in the coach's role is also frequent, regardless of the context.
from home with the training location.
In this way, the coach should also be responsible for motivating the parents to adopt a behavior.
positive towards the activities of the children, determining their behavior patterns, fact
only possible through a lot of care and attention. They should thus be utilized the
informal moments to convey confidence to parents, as well as organizing meetings
formal where everyone can dialogue. The coach must also inform the parents of their
actions, methodologies, objectives and concerns.

18) Talk about some values that coaches should encourage in parents.
According to Cruz, Boixadós, Torregros & Valiente (2008), the main values that the
coaches should encourage parents to do the following:
Encourage the sports participation of children;
Ensure a quality sports practice;
Show an appropriate degree of interest and involvement in sports activities;
Promote sportsmanship by acting as a model of self-control;
Participate in the logistical tasks of the sports entity;
Practice some type of sport as well, promoting a healthy lifestyle;
Value the physical and health development of sports programs instead of their
level of income;
Applaud and encourage both good plays and the effort made;
Applaud and encourage the good plays of the opposing teams regardless of the outcome;
Recognize the coach's role, not giving technical instructions that may contradict them;
 29

Respect the referee's decisions even if they are not correct;

Promote good relations with the supporters of opposing teams;
Encourage care for sports materials and facilities.
The sports entity should be involved in the relationship between parents and coaches promoting
the dialogue between these and providing both with the necessary conditions to be able to exercise the
their functions.
 30

CHAPTER III: FINAL CONSIDERATIONS

3.0 Conclusion

First of all, it is clear that the task orientation and the creation of a climate
directed towards mastery is related to the adoption of sporting behaviors, while
a climate directed towards the ego generates maladaptive behaviors

It is of utmost importance to reference the causes of abandonment.

early sports practice, nutrition, the training that leads to early specialization, the
work on values and the code of conduct.
Nonetheless, we believe that this approach we propose serves as a basis for the intervention, too.
the methodological approach in youth sports.

The role of the youth coach is more than just conducting training sessions and competitions. This
you must assume yourself as a social reference, knowing the possibilities and capabilities of
learning of its practitioners and the best methods they need to
to develop. He should also be knowledgeable about the technical-tactical regulations and dynamics of his

methodology in order to be able to adapt the principles set out to your training plan.
 31

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Paulo: Phorte Publisher.

2. CARVALHO, J.; ASSUNÇÃO, L.; PINHEIRO, V. (2009). The importance of training

coordination skills in childhood. Readings: Digital Journal of Physical Education and
Sport ([Link]), 132 (14).

3. CASTARLENAS, J. (1990). Combat Sports and Wrestling: a conceptual approach and

. Notes: Physical Education and Sports, 19, 21-28.

4. CASTEJÓN, F.; GIMÉNEZ, F.; JIMÉNEZ, F.; LÓPEZ, V. (2003). Sports Initiation–
Teaching and Comprehensive Learning in Sports. Seville: Wanceulen.

5. CASTLE, J.; BARRETO, H.; ALVES, F.; SANTOS, P.; CARVALHO, J. & VIEIRA, J.
Methodology of Sports Training

Sports Initiation
Madrid: Editorial Sintesis.

7. CRUZ, J.; BOIXADÓS, M.; TORREGROSA, M.; VALIENTE, L. (2008). Advising on

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8. FAMOSE, J. (1992). Motor Learning and Task Difficulty. Barcelona: Editorial

Paidotribo.

[Link] FOJEDA, A.; CASTARLENAS, J. (1988). From the game of chance to sports
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