In accordance with current understanding of didactics, we can characterize it as interdisciplinary scientific discipline that integrates the knowledge of biological, educational, psychological and others disciplines in which the subject of teaching and learning of sport games take part. The great popularity and social status of the sport games on the one hand and the existence of eternally vivid question as how to create appropriate conditions for effective improvement of game performance in training process on the other hand are the incentives to develop sport games didactics as a clinical pedagogical discipline. The next symptoms for liking the game are situational unexpectedness, conflict, alternativeness of solving playing situations, spontaneity, creativity and social relations (communication and cooperation among players), these all act on the sphere of experiencing and satisfying the diverse needs of a person. An important intrinsic factor in popularity of sporting game activity is its basis – game. Teaching tactics in physical education and training process is very important part of educational process and the motivation for learning is an integral part of whole activity.Īccording to current research, sport games in our country and in the world are prevailing physical activities from childhood to adulthood in various educational settings and at different levels of sport performance. Chapter provides the comparison of traditional approach and approach of teaching games for understanding. Tactics, generally refers to a player’s system of acting, system of various alternatives of decision-making responses, which allows in a time-bounded concept of a goal realize player’s conduct and team’s conduct within the short-term relation. Didactic process in sport games is understood as a system of interactions (mutual relationships and mutual influence) among the main subsystems: pupils or players, teacher or coach, content and conditions with the intention to cultivate the game performance of individuals or team. Developmental tendencies in sport games focus not only on the content of the training process, its rationalization and optimization, but also on the content of teaching sport games, which recently have significantly influenced the preparation and preparedness of players and pupils in school physical education and in training process too. In this chapter, we deal with issues that are relevant to educational processes where the cultivation of game performance is a primary or parallel goal.
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