Revisão do modelo Integrado técnicotático de ensino compreensivo do desporto: uma proposta teórica
The Integrated Technical-Tactical Model for sport teaching emerges at the end of the 90's decade of the last century. It was set after López-Ros and Castejón (1998a, b) present the base concepts and their practical applications. The initial proposal was subsequently revised and updated, develop...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2015 |
| País: | España |
| Institución: | Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) |
| Repositorio: | Recercat. Dipósit de la Recerca de Catalunya |
| OAI Identifier: | oai:recercat.cat:10256/11870 |
| Acceso en línea: | http://hdl.handle.net/10256/11870 |
| Access Level: | acceso abierto |
| Palabra clave: | Esports -- Didàctica Sports -- Teaching Educació física -- Ensenyament Physical education and training -- Teaching |
| Sumario: | The Integrated Technical-Tactical Model for sport teaching emerges at the end of the 90's decade of the last century. It was set after López-Ros and Castejón (1998a, b) present the base concepts and their practical applications. The initial proposal was subsequently revised and updated, developing and clarifying specific aspects of the model (López-Ros & Castejón, 2005). The Integrated Technical-Tactical Model appears though the influence of the tactical and comprehensive models, focused on sports with simultaneous collaboration and opposition, developed in different European countries (e.g., Bayer, 1986; Bunker & Thorpe, 1982; Mahlo, 1969); and also due to the lack of scientific evidences to justify the initiation of these sports from a tactical or a technical approach (e.g., Rink, French, & Tjeerdsma, 1996). This model assumes the constructive perspective of teaching-learning and it is characterized by:a) to teach technique and tactic simultaneously and in context. Thus, to teach tactics the technical requirement should be reduced and vice versa. b) To apply the learned skills in simplify game situations, allowing the incorporation of the knowledge in more complex scenarios |
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