![]() Practical experiences and reflective actions with classmates and professors allow future physical educators to fully realize and comprehend the learners’ perceptions and troubles in motor control, and to select the proper teaching strategies to be employed while leading physical activity. ![]() Therefore, the focus of the teachers’ training should not be limited to considering the acquisition of knowledge or planning contents, exercises, and lesson units, but should also include considering the acquisition of the most suitable methods and teaching styles to deal with any situational constraints.įrom this perspective, the curricula of the degree courses in physical education (PE) are aimed to train proficient professionals to be skilled in finding appropriate solutions to apply to any educational scenarios they are facing by best summarizing what they have learned and what, especially, they have experienced during the instruction process, and by problem solving and didactical laboratory experiences in particular. To allow this, attention should be given to the working and learning methods the teachers must manage. Nevertheless, theory and practice are not independent features of teaching competence they have to be integrated to connect “knowledge”, “know-how”, and “know how to make to-do” among them. Knowledge has to be turned into practice, which moves the focus of the teachers’ training from individual knowledge to operative skills. ![]() It can be defined as the individual capacity/ability to deal with job, study, professional, or personal requirements by applying all knowledge and skills previously acquired in formal, non-formal, and informal learning contests. The results support the conclusion that specialists exhibit higher competence than generalists, which allows proper application of the InfoSAS, possibly because of the practice of skills and reflective teaching styles in physical activity they experienced, along with their academic education in sport sciences.Ĭompetence is a pivotal concept of the teaching process at any school level. post-children’s training forward: p = 0.005, backward: p = 0.001). primary school children forward: p = 0.003, backward: p = 0.016) or improvements after specific training in rolling (pre- vs. When administered by specialists, the InfoSAS resulted in being reliable (forward: p = 0.087 and p = 0.908 backward: p = 0.926 and p = 0.910 intra- and inter-rater reliability, respectively) and responsive in detecting differences due to expertise (gymnasts vs. A second study in young children explored the responsiveness of the InfoSAS to discriminate by skill level or by training effects. ![]() This study aimed to compare the teachers’ ability in assessing the children’s forward and backward rolls from the analysis of the reliability of an evaluation grid of rolling abilities (Information Scale for Agility on the Soil, InfoSAS), which was investigated in a first study with teachers. Specialists (physical education professionals) and generalists (primary school teachers) differently experienced motor tasks during their academic education. Teaching physical education requires competencies to conduct the classes and to assess the motor skills of practitioners.
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