التربية البدنية بالانجليزي

موضوع انجليزي عن الماء للصف الثامن فقرة  برزنتيشن بحث موضوع ملخص جاهز باللغة الانجليزية  انشاء موضوع انجليزي عن ابدا قصير كيفية كتابة موضوع تعبير باللغة الانجليزية توجيهي قواعد كتابة تعبير  بالانجليزي طريقة سهلة لكتابة تعبير بالانجليزي موضوع تعبير انجليزي يصلح لكل المواضيع كتابة تعبير بالانجليزي عن نفسك وصف تعبير انجليزي يصلح لكل المواضيع موضوع انشاء شامل لكل المواضيع موضوع يصلح لجميع المواضيع موضوع تعبير انجليزي جاهز برجراف ينفع لاى موضوع  موضوع انجليزي عن الماء قصير وسهل فوائد بالانجليزي عبارات  بالانجليزي طويل اهمية مترجم ثالث ثانوي اول ثاني ثانوي متوسط خمس سبع ثمان تسع اربع جمل كلمات كلام مقال علمي مقدمة بحث انجليزي حلول اسباب حل مشكلة  موضوع انجليزي عن الرياضة قصير تعبير عن رياضة السباحة بالانجليزي موضوع انجليزي عن الرياضة للصف الثامن تعبير عن الرياضة المفضلة بالانجليزي تعبير عن رياضة المشي بالانجليزي موضوع انجليزي عن الرياضة كرة القدم موضوع بالانجليزي قصير وسهل تعبير عن الرياض بالانجليزي قصير موضوع بالانجليزي قصير وسهل عن الرياضة

What is an educational sport?

The distance between physical education and sport becomes immeasurable! To want to make the sport educational, the teachers of physical education and sports forget what bases the specificity of the sport: the pleasure, the joy of being together, to measure oneself, to challenge oneself, to play, to have fun. The sport taught is not reduced to an athletic experience based on a painstaking and ascetic search for performance and competition. Nor is it a systematic intellectualization of everything students do during physical education and sports classes. The educational nature of sport is not limited to the implementation of "tasks", "pedagogical situations", with "instructions" and "devices", "observation sheets" and other didactic gadgets that have for main effect sports situations and to put the students in a "formalism" precisely denounced when it was to wring the neck to the gymnastics of yesteryear! Sport is first and foremost an experience full of meanings. It is an adventure, a game, a relationship. It is pleasures and emotions (and only the plural is important). The rampant intellectualization that (it is a given of the history) gains the "lessons" of physical education and sport, can not be replaced by a return to the development of the "animal machine" or the drifts of the Spartan education! Between these two excesses, there is nevertheless a great place for learning that is both intelligent and joyful. It remains to prove that the didactic proposals advanced in recent years allow, more effectively than the older ones to better educate students ...

At the end of the nineteenth century, the headmaster of École Monge (a school) feared that his establishment was accused of being the school where one had fun! Twenty-five years later, a journalist writes that teaching in sport is the worm in the apple. Between these two positions, the whole history of the relations of sport and physical education is suggested. Sport decried, sport tolerated, but the sport taxed to be a futile recreation, a derivative and a compensation to studies (which they are "serious"). Either accepted sport, integrated sport in educational programs, but a placebo sport (a kind of Canada Dry pedagogy: "you think you play sports, but that's not sport") whose recreational function , hygienic, socializing and uplifting is diverted because subject to the achievement of objectives that do not concern him. The key word of physical education is "learning", in the sense of "learning knowledge, knowledge" as one learns the rule of three, the agreements of the past participle or history lesson! As if all learning was the strict result of a teaching. What did you learn at school my son?

39If there is learning in physical education, values ​​are probably more important than knowledge of "operational, action and management principles" (draft program, 1993). Nobody denies that sport has virtues and that these virtues are taught! But precisely, what are these virtues? What are the values ​​of physical education? The ones that show us at the end of January 1995 the top athletes and their supporters? If there is a lack of sports educators and teachers of physical education and sports, it is probably not in the transmission of knowledge, but in the values ​​of sport! Must we believe that sport has virtues when athletes are not virtuous? When are educators and teachers themselves no longer able to clearly identify these educational values?

It is not only by transforming sport to develop the content of sports education that sport is made more educational. Educational means to direct a person, to raise him, according to a system of values. However, the didactics of physical education and sports, too preoccupied to establish their status as "didactic engineers" forget along the way the values ​​that underpin their action. However, can we choose sport or A.P.S. as reference practices ... if we hide the values ​​that are attached to these practices? It is a diversion of meaning that yet and paradoxically ... makes sense.