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CIENCIAS
DE LA EDUCACIÓN
educación - pedagogía -
didáctica - etc.
Aprendizaje cooperativo con "Parkour strength"
Autor
Cardona Pericas, r.
2023
|
Tándem: Didáctica de la educación física
Tipo de publicación
Artículo de revista
Idioma
Español
Palabras clave
Resumen
Se presenta la unidad Parkour strength, en la que se ha integrado el modelo pedagógico aprendizaje cooperativo junto con dos disciplinas urbanas: parkour y calistenia. Se ha pretendido formar al alumnado para que sepa practicar este tipo de disciplinas urbanas en cualquier sitio y sin necesidad de utilizar material específico o requerimiento económico. Se busca conseguir un aprendizaje cooperativo dentro de un clima de colaboración e interdependencia positiva.
URL
Using Parkour to Step Up Your Elementary School Curriculum
Autor
Vanluyten, K. et al.
2023
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Journal of Physical Education, Recreation and Dance
Tipo de publicación
Artículo de revista
Idioma
Inglés
Palabras clave
Resumen
The goal of parkour is to cross various obstacles in an efficient and creative way by jumping, swinging, climbing, and running. Parkour aligns with the SHAPE America national standards for K-12 physical education and has demonstrated its potential to highly engage both boys and girls in moderate-to-vigorous physical activity (MVPA). In this article, we present a knowledge packet for teaching parkour to elementary children. First, we discuss the knowledge packet by unpacking the content development together with common errors and suggestions on how to correct these. Next, we propose appropriate equipment that can be used during physical education lessons. After which we introduce organizational and pedagogical principles that strengthen the parkour unit, such as focused station work, modifying content and equipment and offering children high practice opportunities and the role of teacher’s content knowledge. We end the paper by providing examples for assessing children in a formative and summative way.
URL
Generalization and maintenance of skill trials from physical education to recess in elementary school
Autor
Cheng, S., et al.
2023
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Physical Education and Sport Pedagogy
Tipo de publicación
Artículo de revista
Idioma
Inglés
Palabras clave
Applied behavior analysis; comprehensive school physical activity program (CSPAP); elementary school children; skill performance; systematic observation
Resumen
Background: Being skillful is a prerequisite for lifelong participation in physical activity (WHO 2022). Hence, investigating the quality of children’s skill performance is important. If physical education wants to contribute to the development of a physically active lifestyle, demonstrating whether children apply skills learned in physical education in a less structured setting such as recess is worthwhile. Purpose: This study systematically replicated and extended previous work connecting the content of physical education (i.e. parkour) with voluntary organized physical activity during recess. It was investigated whether children would maintain participation in parkour recess after the parkour sport education season in physical education ended. The research questions in this study were: (1) How did children’s voluntary participation in parkour recess differ between the generalization and maintenance phase?; and (2) How did children’s performance of skill trials in parkour recess differ between generalization and maintenance phase in comparison to physical education? Sex effects were investigated in both research questions. Methods: Participants in this study were seven physical education teachers (2 females and 5 males) and 147 grade 2 children (55 girls and 92 boys, mean age: 8 years). Seven classes from different schools in Flanders (Belgium) received a 10-lesson sport education parkour season in physical education. During the generalization phase, parkour was taught in physical education and five voluntary 20-min parkour recess sessions were organized during lunch recess. During the maintenance phase, teachers taught other content during physical education instead of parkour and another five parkour recess sessions were organized during lunch recess. All physical education lessons and parkour recess sessions were videorecorded. Children’s voluntary participation in each parkour recess session was recorded and their correct skill trials in physical education and parkour recess were collected using systematic observation. Findings: Children’s voluntary participation in parkour recess significantly declined from generalization (77%) to maintenance phase (52%), p <.001. In parkour recess, children performed significantly more total skill trials (58 vs. 51, p =.013), skill trials per minute (4.20 vs. 3.49, p [removed]
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Application of parkour in physical education: agility learning and improvement
Autor
Fernández Juan, D. et al.
2022
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Journal of Physical Education and Sport
Tipo de publicación
Artículo de revista
Idioma
Inglés
Palabras clave
Secondary school, obesity, gender, traceur, innovation.
Resumen
With the passage of time, the rate of students who are overweight and obese has increased, in order to reduce it
and increase physical condition, parkour-based content was chosen to produce novelty in classroom. However, it
was not known if this type of intervention would improve to a greater extent than methods that were normally
used in the subject. Therefore, the purpose of the present study was to investigate the improvement provided by a
Didactic Unit based on parkour in student agility compared to a Didactic Unit for team sports, as well as
investigating how this improvement depended on gender. So as to clarify this uncertainty, 146 students
participated in the study, 67 in team sport group (CON) and 77 in parkour group (EXP). A pre and post
intervention agility test was used to evaluate the change provided by the Didactic Units. Results showed a
greater significant improvement in the EXP group (p = 0.002) compared to the CON group, suggesting that an
intervention through parkour achieves greater agility improvements. In the same line, when the sample was
segmented by sex, a greater change was observed in the male EXP group (p = 0.007) compared with CON
group, however, no differences were found when comparing female groups (p = 0.099). Therefore, it seems that
parkour is a valid method to increase the agility of students in Physical Education in secondary education,
getting better improvements than team sports in male gender, although it does not seem to be more favorable
than team sports in female gender
URL
Generalization of Participation in Parkour From Physical Education to Recess: Analysis of Skill Trials
Autor
Cheng, S. et al
2022
|
AIESEP World Congress 2022
Tipo de publicación
Publicación en congreso
Idioma
Inglés
Palabras clave
Resumen
URL
Most People Hate Physical Education and Most Drop Out of Physical Activity: In Search of Credible Curriculum Alternatives
Autor
Griggs, G. & Fleet, M.
2021
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Educ. Sci
Tipo de publicación
Artículo de revista
Idioma
Inglés
Palabras clave
physical education; alternative sports; curriculum; ultimate frisbee; parkour
Resumen
High quality Physical Education should instigate and support all learners to develop into a lifelong participant in a way which upkeeps their own health, fitness, and well-being. There are, however, an ever-increasing number of children who drop out of participating in physical activities at the earliest opportunity, leading to an increase in sedentary lifestyles and a rise in childhood obesity. It is evidence such as this which indicates Physical Education, specifically in England, is not currently appropriate for all and requires change. To attempt to make the subject a more positive experience for all and to inspire lifelong involvement, varying the curriculum and including alternative activities for pupils might tap into useful wider cultures. This paper discusses the emergence of alternative sports, the challenges and synergies of implementation, and focuses on what could work and why.
URL
Parkour vs Artistic Gymnastics among Pre-Adolescents: A Multidimensional Study on the Psychological Adjustment in the Sport Activities
Autor
Rabaglietti, E. et al
2021
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Advances in Physical Education
Tipo de publicación
Artículo de revista
Idioma
Inglés
Palabras clave
Parkour, Artistic Gymnastics, Psychological and Psychosocial Adjustment, Pre-Adolescence
Resumen
The aim of this cross-sectional study was to investigate psychological differences between Parkour at non-competitive level and Artistic Gymnastics at competitive level in the pre-adolescent stage. Specifically, psychological aspects strictly related to sporting activities, such as motivation, anxiety and self-confidence, life satisfaction, and well-being were analyzed. 86 pre-adolescents participated in the study (Parkour Group—PG, n = 43; Artistic Gymnastic Group—AG, n = 43) aged between 9 and 14 years (mean age 11.5 ± 1.6 years, 62% of female), who completed a self-report questionnaire consisting of following measures: Sport Motivation Scale (SMS-28), Competitive State Anxiety Inventory 2 (CSAI-2), Multidimensional Students’ Life Satisfaction Scale (MSLSS), and Psychological Well-Being Scales (PWB). Results showed that pre-adolescents in the AG have higher values in intrinsic motivation for execution than their peers in the PG. This latter also have lower levels of cognitive and somatic anxiety and greater self-confidence than the AG group. In addition, the friend’s dimension concerning life satisfaction has a higher score in the PG than in the AG. Finally, no differences were found regarding well-being between the two pre-adolescent groups.
URL
Prácticas emergentes en actividad física y deporte
Autor
Cardona, L. M. et al.
2021
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Información tecnológica
Tipo de publicación
Artículo de revista
Idioma
Español
Palabras clave
prácticas emergentes; actividad física; deporte; educación superior; currículo
Resumen
El objetivo de este estudio fue determinar las prácticas emergentes en actividad física y deporte que evolucionan en Medellín (Colombia) y su relación con el currículum de un programa profesional académico en deporte. El enfoque metodológico fue mixto, en la fase cuantitativa se aplicó un cuestionario a 428 sujetos y en la fase cualitativa una entrevista semiestructurada a un grupo focal de personas vinculadas con actividad física y deporte. Las prácticas emergentes con mayor evolución en el contexto local son en su orden: entrenamiento funcional, deportes adaptados, CrossFit, Ultimate y ciclo montañismo. Por su parte el grupo focal considera que las cinco prácticas emergentes con mayor evolución son: skateboarding, street workout, parkour, entrenamiento funcional y CrossFit. Con base en los resultados, se propone un plan de actualización del currículo, pertinente con las actividades prácticas emergentes, que sin pretender ser excluyente, ni totalitario, incluya espacios formativos alternativos en la actividad física y el deporte.
URL
Lifestyle sport contexts as self-organized epistemic cultures
Autor
Safvenbom, R. & Stjernvang, G.
2020
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Sport, Education and Society
Tipo de publicación
Artículo de revista
Idioma
Inglés
Palabras clave
Learning, development, youth sport, physical education, lifestyle sports, epistemic cultures
Resumen
Compared to traditional athletes and PE students, self-organized lifestyle sport practitioners usually have no podiums to reach or grades to earn. They have no authorized instructor available, but seem to treat this apparent deficiency as an opportunity to facilitate their own learning processes. However, from a traditional learning perspective, it can be challenging to understand how these processes unfold. Drawing on theoretical concepts from the educational sociologist Knorr Cetina, the aim of this study is therefore to understand how a self-organized mixed group of trickers, B-boys, and free-runners facilitate knowledge creation when no instructors guide or control their work. Based on observations and interviews we found that the practitioners’ knowledge developed in a continuous and invigorating circuit between a worldwide gym on the internet where the practitioners searched for updated knowledge, and the local gym where they practiced knowledge development as intra- and inter-disciplinary embodied interactions. The knowledge object conveyed by the practitioners as ‘kinesthetic understanding’ was not a fixed a-priori product that could be completely achieved, and the practitioners’ acceptance of the knowledge object’s essential incompleteness seemed to create a never-ending desire to glimpse the unattainable. The group of tumblers studied in this paper represent an alternative epistemic practice that should be explored in physical education contexts. However, such exploration requires the development of an affective and processual language that reflects the relational intimacy between students and their knowledge objects, rather than a constative language reflecting distance, achievement, and external assessment.
URL
How Parkour Coaches Learn to Coach: Coaches’ Sources of Learning in an Unregulated Sport
Autor
Greenberg, E. & Culver, D.M.
2020
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Journal of Adventure Education and Outdoor Learning
Tipo de publicación
Artículo de revista
Idioma
Inglés
Palabras clave
coach learning, new sport, adventure sport, lifestyle sport
Resumen
Parkour is a relatively new sport, and so there has not yet been much published research relating to parkour, or more specifically, parkour coaching. There is a large body of knowledge relating to how sport coaches learn to coach, but such research has examined regulated sports; that is, sports with national governing bodies. In North America, where this study was conducted, parkour does not have any national governing bodies, rendering it unregulated. When asked how they learned to coach, parkour coaches from this study described the influences of various sources of learning: parkour coaching experience, previous leadership experience, experience as an athlete in parkour and other sports, other parkour coaches, non-parkour coaches, parkour coach education programmes, school, reflection, and the Internet. It will be interesting to see how the specific influences of these sources might change in the future if parkour in North America becomes regulated.
URL
Participation and physical activity in organized recess tied to physical education in elementary schools: An interventional study
Autor
Vanluyten, K. et al.
2023
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Preventive Medicine Reports
Tipo de publicación
Artículo de revista
Idioma
Inglés
Palabras clave
Child health; Health prevention; Obesity; Physical health; School intervention.
Resumen
Maintaining physical activity habits is important for long-term health benefits. Many children do not achieve the World Health Organization (WHO) benchmark of 60 min Moderate-to-Vigorous Physical Activity (MVPA) daily. Comprehensive school physical activity programs (CSPAP) target all opportunities at school for children to be physically active. The purpose of this intervention study was to investigate boys' and girls' voluntary participation and MVPA in physical activity recess sessions during and after these were connected with the content of physical education. 147 (55 girls, 92 boys; mean age = 8 years) second grade children from seven different schools received a 10-lesson parkour unit in physical education and were concurrently offered five parkour recess sessions. After the parkour unit in physical education (i.e., maintenance) another five parkour sessions in which children could voluntarily participate were organized. Systematic observation tools were used to assess children's MVPA. Overall participation in parkour recess was 64% for both boys and girls. Participation decreased from intervention to maintenance phase for both boys (75% vs 54%; p < .001) and girls (80% vs 49%; p < .001). MVPA was higher for boys compared to girls in parkour recess (64% vs 58%; p = .002) and traditional recess (49% vs 39%; p = .006), but not in physical education (40% vs 37%). One aspect of physical activity promotion is to connect recess activities with the content taught in physical education, which could contribute up to 20% of the daily recommended MVPA. Positive effects maintained when the connection between physical education and recess stopped.
URL
"Parkour" en la escuela: cómo educar en altruismo mediante el movimiento
Autor
Torronteras González, J.
2023
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Tándem: Didáctica de la educación física
Tipo de publicación
Artículo de revista
Idioma
Español
Palabras clave
Resumen
Este artículo pretende servir como una guía empírica para que profesores, educadores y pedagogos conozcan de primera mano la potencialidad del parkour de cara a trabajar valores altruistas. Las conclusiones a las que arribamos han sido extraídas tras más de diez años de trabajo directo con jóvenes, adolescentes y adultos por toda España, una labor a la que la Asociación Nacional Difusión Activa Pro Parkour sigue dedicándose en ciudades como Madrid, Sevilla, Barcelona y Málaga, entre otras.
URL
“Pop-Up Systems”—Innovative Sport and Exercise-Oriented Offerings for Promoting Physical Activity in All-Day Schools
Autor
Ferrari, I. et al.
2022
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Sustainability
Tipo de publicación
Artículo de revista
Idioma
Inglés
Palabras clave
all-day schools; extended education; physical activity (PA) and exercise opportunities; pop-up facilities
Resumen
first_pagesettings
Open AccessArticle
“Pop-Up Systems”—Innovative Sport and Exercise-Oriented Offerings for Promoting Physical Activity in All-Day Schools
by Ilaria Ferrari 1,*ORCID,Patricia Schuler 1,Kathrin Bretz 1ORCID,Jessica Bär 2,Marianne Rast 2 andLukas Niederberger 2
1
Research Group Exercise and Sport, Zurich University of Teacher Education, 8090 Zurich, Switzerland
2
Sports Office City of Zurich, Competence Center Physical Education, 8050 Zurich, Switzerland
*
Author to whom correspondence should be addressed.
Academic Editors: Francis Ries, Richard Bailey and Claude Scheuer
Sustainability 2022, 14(5), 3090; https://doi.org/10.3390/su14053090
Received: 16 February 2022 / Revised: 1 March 2022 / Accepted: 4 March 2022 / Published: 7 March 2022
(This article belongs to the Special Issue Active School Concept)
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Abstract
In all-day schools and schools with extended education, children have the opportunity to spend the whole day at school. Full-day attendance at school requires a reorientation of extended time. Therefore, it is important to consider how children spend their time between lessons and identify conducive opportunities. As part of the project “Sport in the School Environment”, multiple mobile pop-up facilities were installed at several all-day schools in Zurich, Switzerland, for a period of 3–6 weeks. These facilities included “Parkour”, “Pumptrack”, “Skatepark”, and “Streetsoccer”. The aim was to find out whether these installations offer an opportunity for physical activity (PA). At the same time, social aspects of the students using these facilities as part of their all-day school attendance were observed. The following questions were investigated: How, by whom, and in which contexts are the installations used? The use of the facilities was evaluated content-analytically and descriptively. It was shown that the facilities are used intensively and in very different ways. The main focus of the pop-up facilities is on the use of the facilities and the creation of opportunities for children and young people to exercise and meet up with each other.
URL
Generalization and Maintenance of Participation in Parkour in Elementary Schools
Autor
Cheng, S. et al
2022
|
SHAPE America 2022 New Orleans
Tipo de publicación
Publicación en congreso
Idioma
Inglés
Palabras clave
Resumen
URL
Flipped Learning to improve students' motivation in Physical Education
Autor
Botella A.G. et al
2021
|
Acta Gymnica
Tipo de publicación
Artículo de revista
Idioma
Inglés
Palabras clave
Flipped classroom | Methodology | Parkour | Edpuzzle | ICTs
Resumen
Active methodologies have emerged in which they focus their importance of the teaching-learning process in students and not only on the result. In this way, research has been conducted using the active methodology Flipped Learning (FL) in all areas of Primary, Secondary and Higher Education. Objective: The current study aims to analyze the effect on student motivation after an intervention with the FL teaching technique, using a Parkour Didactic Unit in primary school students. Methods: One hundred students of 6th grade of Primary (11-12 years old) participated in this study, of which, 45 were girls and 55 were boys. It was randomly decided that 6ºB and 6ºD would follow the teaching styles that were already used in the center regularly (TRAD group) and otherwise, the 6ºA and 6ºC groups used FL teaching technique by watching videos created by the principal investigator for the present investigation (FLIP group). The Motivation Questionnaire in Physical Education in primary education and personal interview were applied before and after intervention. Results: The results showed an increase of intrinsic motivation (p < .001), identified motivation (p < .001) and introjected motivation (p < .001) in FLIP group. Moreover, external motivation, as well as the amotivation of the students, has decreased after the intervention. Regarding the TRAD group, a significant decrease in intrinsic motivation and identified motivation was observed. According to qualitative results, the most remarkable thing is that students consider FL as more fun, efficient, accepted and motivating. Conclusions: Intrinsic motivation increased significantly and amotivation values decrease in FL group. FL approach allows using more time in Physical Education classes and, consequently, it is perceived as more fun for the students.
URL
Exploring Coach Perceptions of Parkour-Style Training for Athlete Learning and Development in Team Sports
Autor
Strafford, B. W. et al.
2021
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Journal of Motor Learning & Development
Tipo de publicación
Artículo de revista
Idioma
Inglés
Palabras clave
Resumen
Contemporary learning and development models have identified parkour-style training as a vehicle for athlete enrichment. However, perceptions of team-sport coaches and their receptiveness to such models of athlete enrichment have not been investigated and remain unclear. To explore how parkour-style training could be integrated into athlete development programs in team sports, we interviewed sport practitioners to explore their preexisting knowledge of parkour and their perceptions on its potential applications. Experienced talent development (n = 10) and strength and conditioning coaches (n = 10) were interviewed using an open-ended, semistructured approach with a two-stage thematic analysis being conducted to identify themes. Three dimensions were identified: coaches’ general perceptions of parkour, potential applications of parkour, and feasibility of integrating parkour into athlete development programs. Participant perceptions revealed that: (a) parkour activities were viewed as supplementary activities to enrich sport-specific training routines, including use of obstacle courses and/or tag elements; (b) parkour-style obstacle environments needed to be scalable to allow individual athletes and coaches to manipulate object orientation and tasks using soft play and traditional gym equipment; and (c) the implementation of continued professional development opportunities, athlete-centered approaches to learning designs in sport, and coach–parent forums were recommended to support the integration of parkour-style training.
URL
Parkour, propuesta alternativa para promover la participación y permanencia en el programa de deporte escolar del Gimnasio Campestre los Alpes a través de una prueba piloto.
Autor
Fonseca, A. S. & Palacios, W.D.
2021
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Univerdidad Pedagógica Nacional
Tipo de publicación
Trabajo fin de grado/máster o similar
Idioma
Español
Palabras clave
Resumen
Proyecto de investigación con escolares de grados sexto y séptimo del Gimnasio Campestre los Alpes mediante una prueba piloto con el deporte Parkour, con el fin de identificar el potencial para motivar la participación y permanencia en el programa de deporte escolar de esta institución.
URL
Content Development as a Function of Content Knowledge Courses in Preservice Physical Education Teachers
Autor
Iserbyt, P. & Coolkens, R.
2020
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International Journal of Kinesiology in Higher Education
Tipo de publicación
Artículo de revista
Idioma
Inglés
Palabras clave
Content map, specialized content knowledge, professional development, instructional tasks
Resumen
The purpose of this study was to investigate preservice teachers' (PSTs) knowledge of instructional task progressions (i.e., content development) and depth of content knowledge as a function of content courses in parkour and basketball. 18 preservice teachers (PSTs) (five female and 13 male) in Physical Education from a Belgian university engaged in a parkour and basketball content course. Each class consisted of a 4-day unit with a total duration of 12 hours and focused on the acquisition of specialized content knowledge through microteaching sessions. Before and after the content course, PSTs content development defined in terms of knowledge of instructional tasks was measured through content mapping. Two trained observers coded content maps independently and reliability was 86%, based on 75% of the total sample. For parkour, the median total number of tasks, informing and extending tasks, increased significantly after the content course (p = 0.001). For basketball, the median total number of tasks remained the same (p = 0.011). Median extending tasks decreased significantly (p = 0.003) while extending-applying tasks increased significantly (p = 0.007). Median depth of content knowledge did not improve and was 1.67 for parkour and 1.15 for basketball, which is below the recommended index of 3.0. For parkour, content courses positively increased PST's content development in terms of total and extending tasks. For basketball, the increase of extending-applying tasks reflected a game-based approach. Further research is needed to investigate how content courses should be designed to improve PST's knowledge of instructional tasks.
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Learning in action sports: A scoping review
Autor
Ellmer, E., Rynne, S. & Enright, E.
2020
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European Physical Education Review
Tipo de publicación
Artículo de revista
Idioma
Inglés
Palabras clave
Literature review, adventure sport, extreme sport, lifestyle sport, learning theories, pedagogy
Resumen
Action sports have increased in popularity, particularly over the past two decades. Research in the area has also proliferated, as multiple disciplinary perspectives and theoretical and conceptual frames have been applied to understanding and exploring a host of research questions concerning action sports culture, contexts and participants. However, despite this flurry of research activity, not much is known empirically about the learning of action sport participants, and few studies have focused specifically on learning in action sports. A scoping review was, therefore, conducted with the aim of synthesising the work that has been undertaken, and mapping future research agendas. Informed by Arksey and O'Malley's six-stage framework, leading sports and education databases and Google Scholar were searched for empirical literature on learning in action sports published before July 2018. After the results were screened and relevant studies identified, data were extracted and analysed using a frequency and thematic analysis to form both a descriptive and thematic summary. A total of 78 empirical studies both from the peer-reviewed and grey literature were included in the scoping review. The frequency analysis concerned information on publication year, academic field, study design, study tools, sport and population. The thematic analysis led to the development of five main themes, addressing learning in social, physical, cultural, and cognitive/psychological contexts and via various forms of feedback. The majority of articles on learning in action sports were published from 2010 onward, suggesting a growing interest in the area. More theses/dissertations resulted in peer-reviewed publications; however, less than half of all reviewed Artículo de revistas were published in education/pedagogy journals. Theoretical and conceptual frameworks were rarely explicitly referenced and/or lacked clarity. There was consensus that learning in action sports is largely informal and self-regulated. With the increasing professionalisation of many action sports and their inclusion in international competition events and also in national curricula, an increase in more formalised learning is predicted. Finally, learning in action sports can be highly individualistic but only a few studies acknowledged this. A greater variety of research questions and methodologies, and more work across disciplinary boundaries will assist in the generation of new knowledge.
URL
Parkour: do principio filosófico ao fim competitivo / Parkour: from philosophical principle to the competitive end
Autor
Pereira, D.W., Honorato, T. & Auricchio, J.R.
2020
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Licere
Tipo de publicación
Artículo de revista
Idioma
Portugués
Palabras clave
Parkour, História, Educação Física e Treinamento, Competição
Resumen
O Parkour é a arte do deslocamento que desde sua origem na França segue princípios associados a melhoria das valências físicas, cooperação, respeito, coragem e superação. Essa pesquisa objetiva identificar os elementos do Parkour que permitam reconhecer seu processo histórico no Brasil e que desvende seu modo de ser, para que se possa vislumbrar os rumos da atividade no futuro. Através da história oral de um praticante comparada com a pesquisa bibliográfica verificamos que há uma distância entre o Parkour e a Educação Física dissociando a aprendizagem de uma metodologia organizada e da prevenção de lesões. Além disso, a filosofia original está sendo contestada pelo princípio Olímpico da competição, ao qual o Parkour sempre se colocou contra.
URL
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