Resumen de Ser docente de Educación Física en el s. XXI: Intervención e interacción en clase
Alberto Ruiz-Ariza, José Luis Solas-Martínez, Sara Suárez-Manzano
Education is immersed in a generational transformation, based on normative, methodological, evaluative, technological and even socio-emotional changes. The need to adapt the way of teaching, particularly in PE, began in the 1960s, with the emergence of Muska Mosston’s Spectrum of Teaching Styles (1966), which was established in Spain a little later by Delgado-Noguera (1991). Currently, the trend has been based on the rise of student-centred methodologies, with a neuroscientific basis or using the resources offered by new technologies. Nowadays, there has been a commitment to methods where the teacher is more of a guide than a mere instructor, and the student is the main actor in the learning process. In this sense, teaching methodology must be oriented mainly towards the pupils acquiring autonomy. There are numerous pedagogical models that lend themselves to this, among which are the model of personal and social responsibility, cooperative learning, the comprehensive model of sports initiation, the attitudinal style, the one linked to health or the one of self-construction of materials. Moreover, the joint hybridisation of several of these pedagogical models, which include in their structures various teaching styles, especially cognitive ones, or active methodologies such as educational break-Outs through augmented reality or even the use of artificial intelligence, are the present and the near future.
