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The Competency-Based Approach in Sports Didactics in Spain

June 2022

In book: Sports Didactics in Europe. History, Current Trends and Future Developments (pp.309-322)
Publisher: Waxmann Verlag

Authors:

Josep Campos-Rius

Universitat Ramon Llull

Enric M. Sebastiani Obrador

Universitat Ramon Llull

University of Barcelona

During the past decades, the scientific discipline of Sports Didactics has developed in a heterogenous manner across national borders and individual university locations in Europe. Its position and situatedness has been characterised by its relation to and differentiation from Sports Pedagogy and other sub-disciplines within sports and educational sciences. The significance of Sports Didactics remains closely connected to the role of the school subject Physical Education as well as Physical Education Teacher Education at universities and colleges. This collected volume provides an overview of the subject understandings, theory landscapes, research contexts and practice models across 24 European countries along five lines of investigation: national historical developments of Sports Didactics, main trends and tendencies of theoretical differentiation, application fields of research and theory formation, recent research perspectives and possible future developments.

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Book

Full-text available

Sports Didactics in Europe: History, Current Trends and Future Developments

October 2022

During the past decades, the scientific discipline of Sports Didactics has developed in a heterogenous manner across national borders and individual university locations in Europe. Its position and situatedness has been characterised by its relation to and differentiation from Sports Pedagogy and other sub-disciplines within sports and educational sciences. The significance of Sports Didactics ... [Show full abstract] remains closely connected to the role of the school subject Physical Education as well as Physical Education Teacher Education at universities and colleges. This collected volume provides an overview of the subject understandings, theory landscapes, research contexts and practice models across 24 European countries along five lines of investigation: national historical developments of Sports Didactics, main trends and tendencies of theoretical differentiation, application fields of research and theory formation, recent research perspectives and possible future developments.

Article

The competence profile of lecturers in didactics of Physical Education in Switzerland

February 2023 · Current Issues in Sport Science (CISS)

Christelle Hayoz

Since the introduction of the Higher Education Promotion and Coordination Act (HEdA), Swiss universities of teacher education (UTE) had to offer continuing education, additional training, teaching, research and development (Staatssekretariat für Bildung, Forschung und Innovation, 2021). This mandate led to a dual competence requirement of teaching and research for lecturers (Freisler-Mühlemann, ... [Show full abstract] 2020; Sibold, 2017). The current state of research shows that there is a need for clarification regarding the dual competence profile of lecturers at Universities of Teacher Education (swissuniversities, 2021). In order to answer the question of how these competence requirements are perceived by lecturers, the subjective perceptions of a total of 18 sports didactics lecturers from eight different UTE in German- and French-speaking Switzerland were collected by means of semi-structured qualitative guided interviews. The qualitative content analysis according to Mayring (2015) showed that the competence requirements are perceived differently and that various competence profiles exist. A valuable contribution could be made to the (dual) competence profile of sports didactics lecturers as well as to the promotion of sports didactics as a scientific discipline. References Freisler-Mühlemann, D. (2020). Doppeltes Kompetenzprofil - Leitvorstellungen an das Personal von Pädagogischen Hochschulen? [Double competence profile - Guiding principles for the staff of teacher training colleges?]. In A. Tettenborn & P. Tremp (Eds.), Pädagogische Hochschulen in ihrer Entwicklung und Berufsbezug. Hochschulkulturen im Spannungsfeld von Wissenschaftsorientierung (pp. 65-66). Pädagogische Hochschule Luzern. Mayring, P. (2015). Qualitative Inhaltsanalyse. Grundlagen und Techniken [Qualitative content analysis. Basics and techniques] (Beltz Pädagogik, 12th rev. ed.). Beltz. Sibold, N. (2017). Nachwuchsförderung an Schweizer Fachhochschulen und Universitäten - Entwicklungen, Positionen und Herausforderungen [Promotion of young researchers at Swiss universities of applied sciences and universities - Developments, positions and challenges]. In L. Truniger (Ed.), Führen in Hochschulen. Anregungen und Reflexionen aus Wissenschaft und Praxis (pp. 105-122). Springer Gabler. Staatssekretariat für Bildung, Forschung und Innovation. (2021). Fachhochschulen und pädagogische Hochschulen [Universities of applied sciences and teacher training colleges]. https://www.sbfi.admin.ch/sbfi/de/home/hs/hochschulen/kantonale-hochschulen/fh-ph.html Swissuniversities. (2021). P-11 Doppeltes Kompetenzprofil [P-11 Double competence profile]. https://www.swissuniversities.ch/themen/nachwuchsfoerderung/p-11-doppeltes-kompetenzprofil

Article

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Exploring Movement Composition in the transition from physical education teacher education to school...

December 2022 · Physical Education and Sport Pedagogy

Background Scholars have suggested that students’ views of what is important for them to know as Physical Education (PE) teachers are a result of what is assessed in Physical Education Teacher Education (PETE). Thus, there is a risk that students will reproduce content areas such as sports and assess sport-techniques without much critical consideration. In this study, however, the risk of ... [Show full abstract] reproducing what is prioritised in PETE is seen as an opportunity regarding the potential reproduction of other content areas than sports. Based on the regulative principles of PE and PETE that privilege sport skills and hinder creative movement learning, we focus on a content area in PETE that provides opportunities for students to engage in creative collaboration and examine how this content area is realised in school PE. Hence, we have chosen to explore ‘Movement Composition’, a content area which has a long tradition at one of the PETE universities in Sweden. Based on an overarching interest in whether and how PETE matters, this exploratory study focuses on the potential transferability of Movement Composition as a particular content area in the transition from PETE to PE. Purpose and research question The purpose of this study is to explore Movement Composition as a content area undergoing the transition from PETE to school PE. The research question is: How is the pedagogic discourse of Movement Composition constructed, recontextualised and realised in the transition from PETE to school PE? Methods Data was generated through an interview with one of the initiators of Movement Composition. Stimulated Recall interviews and Zoom interviews were also conducted with a group of five PETE students and three experienced PE teachers. In addition, documents such as the study guide, course literature, and written assignments associated with Movement Composition in the PETE programme were included in the empirical material. In the analysis, the combination of Bernstein’s pedagogic device and the Swedish didactics of PE research tradition was used to identify the pedagogic discourse of Movement Composition in the transition from PETE to school PE. Findings The findings show how the pedagogic discourse of Movement Composition as a content area is constructed, recontextualised and realised in the transition from PETE to school PE. The construction of Movement Composition as a pedagogic discourse in PETE is about how the content area (the what) is selected and organised for pedagogical purposes. The recontextualisation of Movement Composition is about how the pedagogic discourse is interpreted and translated in relation to the PE syllabus. The realisation of Movement Composition involves how the content area in PETE is implemented in PE practice. Conclusions This exploratory study has shown that what is articulated as a relevant content area and the way it is taught, learned, and assessed in PETE in many regards survives the transition to school PE. The transition from PETE to school PE does not only involve reproduction of sports and sport-techniques from one context to another. PETE also contributes to the use of creative, collaborative, and student-centred learning tasks in school PE.

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The Compentency-Based Approach in Sports Didàctics in Spain. In, Hóger, B.; Kleiner, K. (2022). Spor...

June 2022

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Full-text available

“Leadership for All” Sports Leadership and Content and Language Integrated Learning Based Education...

April 2018

This article draws from a specific Physical Education intervention carried out in 2015 at Garbí Pere Vergés School, in Catalonia. The intervention was undertaken as a form of teaching unit to support the survey “Quality Physical Education (QPE) in Catalonia, promise and reality: a European regional perspective”. A multi-method teaching and evaluation strategies such as peer tutoring and project ... [Show full abstract] based learning were adopted during the intervention to promote specific encounters between students, and reinforcing the importance of leadership skills used throughout the teaching unit. Leadership skills were used as conceptual approaches alongside of CLIL (Content and Language Integrated Learning) methodology. Although pupils presented different levels of interaction, a wide range of scholars were benefited as the intervention met general secondary education based competencies, specific Physical Education competencies, as well as emotional intelligence, personal and social values.

Article

Full-text available

“Leadership for All”: Sports Leadership and Content and Language Integrated Learning Based Education...

January 2018

This article draws from a specific Physical Education intervention carried out in 2015 at Garbí Pere Vergés School, in Catalonia. The intervention was undertaken as a form of teaching unit to support the survey " Quality Physical Education (QPE) in Catalonia, promise and reality: a European regional perspective ". A multi-method teaching and evaluation strategies such as peer tutoring and project ... [Show full abstract] based learning were adopted during the intervention to promote specific encounters between students, and reinforcing the importance of leadership skills used throughout the teaching unit. Leadership skills were used as conceptual approaches alongside of CLIL (Content and Language Integrated Learning) methodology. Although pupils presented different levels of interaction, a wide range of scholars were benefited as the intervention met general secondary education based competencies, specific Physical Education competencies, as well as emotional intelligence, personal and social values