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This book presents the analysis of ideas and proposals of some major authors in the sport pedagogy. Authors who influence or set the methodological bases of the current Portuguese, German and Brazilian studies regarding the teaching of the sport. Besides the unprecedented review of the literature on this new field of knowledge, this work brings the developments of theoretical studies showing refl ections on didactic and methodological assumptions for the teaching of all the multiplayer games of invasion, laying the groundwork for these new trends in pedagogy of sport will overcome the traditional approach of teaching
sports, which is still based on a technical methodology. For fi m, the authors discuss the management of the organizational process of the game, presenting a theoretical and practical example of the methodology for the teaching of team sports.
The authors are Rille Reverdito Silva and José Alcides Scaglia. The first works in the area of Physical Education with emphasis in Physical Education, Sport Pedagogy, Game Theory, Theory and Methodology Applied to Games team sports and handball. Alcides Scaglia holds a Bachelor of Sport Science, degree in Physical Education, Master of Sport Pedagogy and Doctor of Pedagogy of the Movement, all qualifications awarded by the Faculty of Physical Education, State University of Campinas (Unicamp).
The authors present an initial theoretical framework constructed from studies addressing the pedagogy of sport. This procedure allows readers to access this work to other works that, at different times, also contributed to the advances in this field of knowledge. Later, Alcides Rille and sought consensus on what they called the pedagogy of sport, this part of the study was built taking into account the different aobrdagens identified in its theoretical framework. In the third stage of this work, the authors further reflections on teaching and methodological assumptions for the teaching-learning games collective invasion. At this moment, reviews and comments were made considering the theoretical framework, the consensus reached among the authors difirentes during the literature review and, in particular, the authors' experience in dealing with teaching the sport.
Index
Introduction 15
Chapter 1 - Education and Sport Pedagogy:
Conceptual analysis of some major approaches 27
1.1. The pedagogy of sports, Paes and Balbino 38
1.1.1 The pedagogy of sports, Paes 38
1.1.2 The pedagogy of sports, Balbino 43
1.2. The pedagogy of sports, Scaglia and Freire 56
1.2.1 The pedagogy of sports, Scaglia 56
1.2.1.1 What to teach? 59
1.2.1.2 How to teach? 60
1.2.1.3 For those who teach? 67
1.2.2 The pedagogy of sports, Freire 70
1.3. The pedagogy of sports, and Grace Throat 82
1.3.1 The pedagogy of sports, Canyon 82
1.3.2 The pedagogy of sports, Grace 92
1.4. The pedagogy of sports, Kröger and Roth and Greek Benda 99
1.4.1 The Pedagogy of sports, Kröger and Roth 99
1.4.2 The pedagogy of sports, Greek and Benda 105
Chapter 2 - Consensus of sports pedagogy 123
2.1. Educate - sports-training: how to live 126
2.2. The pedagogy of sport: the game the players sporting collective 140
2.2.1 the game: the context and the state of the game 144
2.2.2 collective games: a look at its complex nature 150
Chapter 3 - Assumptions and methodological textbook for the teaching-learning games collective invasion 159
3.1. Didactic and methodological principles guiding the education of 164 multiplayer games
3.1.1 Analysis of the functional structure of the collective games of invasion 173
3.1.2 Factors determining the ability of games in Games
collective invasion 184
3.1.3 Stages of development of human and temporal organization of content and objectives 190
3.2. managing the organizational process of the game:
An example of theoretical and practical procedure for teaching metadológico games collective invasion 200
3.2.1 Analysis of the changes and pedagogical possibilities of variations 213
Concluding Remarks 231
References 240
Appendix 257
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