Untapped potential? Key Competency learning and physical education

Abstract

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The unfinished business of defining competences for 21st century curricula—a systematic research review

“…The spelling of 'competences' in Spanish law-at least in the English translation or as researchers are using it-follows the EC convention of 'competence/competences'. In New Zealand, on the other hand, a different convention is followed, with the definition being much closer to the future-oriented definitions developed by the OECD and its associated projects, including the spelling convention of 'competency/competencies/key competencies' as shown in Gillespie et al (2013) and the New Zealand curriculum (NZ Ministry of Education 2007).…”

A influência das orientações educacionais dos professores* na coeducação em Educação Física

“…Processo de Aprendizagem: Foco na aprendizagem ativa, com promoção, entre os alunos, de tomada de decisões e resolução de problemas relacionados com os conteúdos. Aqueles que valorizam esta perspetiva argumentam que é impossível cobrir todo o conteúdo importante adequadamente e, portanto, é vital ensinar aos alunos habilidades que lhes permitam aprender por si mesmos (Ennis, 2003;Gillespie, 2003;Pasco et al, 2012).…”

“…As orientações educacionais podem ser descritas como um conjunto de crenças ou posição filosófica adotados pelo professor (Vieira, 2015;Vieira & Carreiro da Costa, 2017) e que exercem um impacto significativo em diversos aspetos do ensino. A compreensão desta influência é importante para identificar as necessidades de desenvolvimento pessoal e profissional dos professores ao longo das suas carreiras (Behets & Vergauwen, 2004;Chen et al, 2017;Ennis, 1992;Gillespie, 2003;Pasco et al, 2012;Vieira, 2007;2015;Vieira & Carreiro da Costa, 2017). Vieira (2007) sugere que as conceções acerca da Educação Física se refletem nas orientações educacionais dos professores.…”

“…1. Mestria Disciplinar: Ênfase no currículo, com priorização do domínio dos conteúdos fisiológicos e biomecânicos, científicos, técnicos e táticos (Gillespie, 2003;Jewett et al, 1995;Pasco et al, 2012).…”

Research on the Value and Realization Path of Developing Key Competences in Physical Education from an International Perspective

“…It is pointed out by some scholars that there should be adaptive changes in physical education curriculum based on the notion of the development of key competences. In the study [6] conducted by Rhona and other scholars from New Zealand defines three key competences to be developed by physical education and meanwhile explores the way in which every key competence is merged into the course and the way in which more sophisticated learning happens. Respectively, they are the ability of thinking, selfmanagement and relations with the others.…”