Understanding Physical Education: Body and Movement Concepts
Basic Pillars of Physical Education: Body and Movement
Vazquez B, 2001: Driving Experiences – Experiences, feelings, and creations related to knowing, feeling, developing, and accepting the concept of the body. Historically, these concepts have been based on motion, emphasizing the identification and acceptance of the body as the child performs movements.
Body Objectives
Objective Body
Conception under a biological approach: a mammalian entity composed of cells organized into tissues and physiological systems. This perspective views the body through mechanical sciences.
Subjective Body
Conception under a sociological approach: a psychosomatic entity. The human body is seen as a conscious structure allowing interaction, personalization, and ownership of the world and oneself. This is the body as perceived by the individual.
Body in Psychoanalysis (Freud)
Focuses on mind-body relations (Studies on Hysteria). Psychoanalysis views the body as an object that gains spontaneity and identity.
Contributions of Psychiatry and Neurology
Emphasis on kinesthetic motor disorders and cenesthesia (vague sensations within the body). Motor disorders lead to new conceptions of the body schema.
Sociology of the Body
Examines how social classes influence body care. The upper classes may prioritize body care due to economic advantages.
Body Schema
Perceptual and perceptual-motor understanding of the world through body and movement.
Structuring the Basic Body Plan in Teaching-Learning
Proper structuring supports the assimilation of movement and motor skills.
- Anatomy: Analytical Gymnastics
- Physiology: Natural Method
- Biomechanics: Sports Practices
- Psychomotor (Le BOULCH): Human and Social Sciences
- Sociomotor (Parbelas): Human and Social Sciences
Paradigms in Physical Education
Biomotor Paradigm
- Body as a machine (system of pulleys)
- Teaching by models, focusing on anatomy, physiology, and biomechanics.
- Techniques: Demonstration of the model.
- Style: Directive.
- Learning: Imitation and repetition.
- Success Criteria: Accuracy of imitation.
- Disadvantage: Can demotivate less skilled students and promote elitism.
Psychomotor Paradigm
- Body as psychosomatic (internal development).
- Student-centered teaching, no fixed model.
- Style: Open, based on driving experiences.
- Learning: Discovery, imagination, and intelligence.
- Evaluation: Qualitative.
Expressive Paradigm
- Focuses on corporal expression (dance, mime).
- Emphasizes the expressive character of human movement.
- Nondirective teaching, student-centered, no model.
Praxeologism Paradigm (Parlebas P.)
- Focuses on socio-configuration in relation to movement and moral conduct.
- Applied in the analysis of sports.
Health and Body Image
Health is now understood as a state of well-being encompassing all areas of the person, not just the absence of disease.
Body Ideal vs. Body Real
Media influence creates unattainable beauty standards, leading to conflicts between the ideal and real body. This can result in body image issues and dissatisfaction.