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Teaching Approaches to Learn Theoretical Contents in Physical Education: A Study about Contour Lines

Author

Listed:
  • Nicolás Julio Bores-Calle

    (Department of Didactics of Musical, Artistic and Corporal Expression, Faculty of Education, University of Valladolid, 34004 Palencia, Spain)

  • Ana Escudero

    (Department of Research and Psychology in Education, Faculty of Education, Universidad Complutense de Madrid, 28040 Madrid, Spain)

  • Daniel Bores-García

    (Department of Physical Therapy, Occupational Therapy, Rehabilitation and Physical Medicine, Health Faculty, Rey Juan Carlos University, 28922 Alcorcón, Spain)

Abstract

Purpose: Fostering student’s map reading skills, specifically understanding contour lines, is a challenging area of the Physical Education curriculum. Method: 238 students in their first year of secondary education (Mage = 13.1) were randomly assigned to one of these experimental conditions in physical education classes: (a) Teaching intervention 1 (TI-1): integrating the concept of contour lines into practical sessions of acrobatic gymnastics; (b) TI-2: theoretical sessions regarding contour lines; (c) Active control (AC): reading an introductory text about topographic maps; and two passive controls (PC) without any intervention, (d) PC-1 and (e) PC-2. Results: All students, except for PC-2, improved their knowledge of contour lines. Nevertheless, performing corporal figures (in TI-1) and employing pointing and tracing gestures (in TI-2) helped students to correctly resolve a broader range of tasks. Conclusions: The results highlighted the benefits of teaching proposals that favor movement and the experience of the body.

Suggested Citation

  • Nicolás Julio Bores-Calle & Ana Escudero & Daniel Bores-García, 2020. "Teaching Approaches to Learn Theoretical Contents in Physical Education: A Study about Contour Lines," IJERPH, MDPI, vol. 17(22), pages 1-14, November.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:22:p:8599-:d:447681
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