Multiperspectivity (sports education)

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Multiple perspectives , multiple perspectives or Pluriperspektivität refers to the phenomenon in general, that one thing, a learning object or a learning process can be viewed from different sides. Depending on the location of the observer, the same thing offers different perspectives and personal approaches. Due to the ambiguity of the term, it is associated with different meanings in sports didactics.

Historical

Gottfried Wilhelm Leibniz (1646–1716) introduced the concept of perspective and the associated concept of the standpoint from which one can view things differently to philosophy and thus to humanities . Since then, perspectivism and perspectivity have been used to describe philosophical doctrines that state that reality has different aspects and, accordingly, depends in its assessment on the point of view and characteristics of the observing individual .

In sports science, the terms “multi-perspective” and “multi-dimensional” in connection with the design of learning processes did not spread until the early 1970s with the publications of Warwitz (1974) and Giel & Hiller (1974). The decisive factor for the new conception of sports didactics was that the same object not only allows different perspectives and approaches, but also requires them to be factually based and didactic. The term experienced a rediscovery in the curriculum for sport after the turn of the millennium.

Points of view

Multiple perspectives as the character of the learning object

"Multi-perspective teaching", according to the conception of the didactician Siegbert A. Warwitz , means illuminating the same, demanding, learning object from different angles, perceiving its facets and working through it in a learning systematic manner so that a realistic picture and appropriate appropriation can arise. The starting point is the complexity of the subject sport as a “cultural phenomenon and social problem” (p. 10), but also the field of associated social tasks, the processing of which is overwhelming for the individual subject. Accordingly, multiple perspectives make sense to “open up the subjects in the direction of interdisciplinary cooperation” so that the various factual aspects can be developed through practical action and movement experiences, but also cognitively and competently. The change of perspective that this makes possible is intended to lead to critical knowledge enrichment using the factual and didactic skills of the relevant subjects. Project-oriented teaching and project teaching are named as methodologically adequate forms of implementation . The correspondingly expanded didactic triangle serves as an illustrative thinking model . According to this, the “multi-perspective character of the object” on the part of the learner corresponds to the need for “ multi-dimensional learning ”, i.e. H. the activation of several learning potencies, and on the teacher side the requirement of teamwork .

According to Warwitz, multi-perspective teaching means “ integration of the technical approaches under a superordinate common task ”. Specifically, this means, for example, to work out such complex learning objects as the problem area “fear-courage-risk-risk” in a subject-integrated way, for example by using practical experience with tests of courage in sports lessons with the reflection of literature examples in German lessons and physiological and psychological analyzes of emotional events in biology or Sociology lessons are linked in project form.

Multiple perspectives as a variety of meanings

However, more or multiple perspectives can also be understood as the pedagogical principle according to which the same activity in sport can be carried out from different perspectives:

Without using the term, the philanthropists such as GutsMuths and the founders of the gymnastics movement such as Friedrich Ludwig Jahn had already recognized that "gymnastics" or "gymnastics" can be practiced with different educational objectives. GutsMuths , for example, saw in his gymnastic games and exercises a health, a pre-military , a competitive sport and an educational benefit at the same time .

The sports educators Klaus Giel, Gotthilf Hiller u. a. in 1974 initially set multiple perspectives as an educational goal for primary schools .

The American psychologist GS Kenyon examined the various meanings of the personal relationship to sport (in the broadest sense) during the entire course of life and came to six attitudes:

  • Exercise in order to be with other people (social interaction),
  • Exercise to improve or maintain health and fitness (health),
  • Exercise to experience excitement and thrills (risk),
  • Doing sport to enjoy beautiful and elegant movements (aesthetics),
  • Exercise to relax (catharsis)
  • Exercise in order to overcome oneself (asceticism).

His ATPA scales ( attitude towards physical activity ) have been used internationally, including by Roland Singer et al. a. who tested and standardized the German version on the various groups of people.

As a follow-up to Kenyon and based on the work of Singer et al. a. developed Dietrich short his sport pedagogical concept of multiple perspectives, which he in the context of agency for both the students (in the sense of lifelong learning set) and for the teacher. He also relied on Konrad Paschen's work on lifetime sports . From Kurz's point of view, there are the following perspectives:

  • Health and fitness,
  • Contacts with other people,
  • Challenges to test yourself in performance situations,
  • a medium of aesthetic messages and experiences,
  • new and exciting movement experiences,
  • Tension and attraction of the uncertain outcome.

These perspectives are always there, but personal weighting depends on the student's biography and changes over the course of life. In physical education , all perspectives should be addressed in order to prepare for lifelong sports with different perspectives. Kurz succeeded in anchoring his model in the curricula of North Rhine-Westphalia as Overarching Competence Expectations.

literature

  • Eckart Balz, Peter Neumann (Hrsg.): Multi-perspective sports lessons - orientations and examples . Verlag Hofmann, Schorndorf 2004.
  • Klaus Giel, Gotthilf G. Hiller, Hermann Krämer u. a .: Pieces for a multi-perspective lesson. Klett, Stuttgart 1974 ff.
  • GS Kenyon: Six scales for assessing attitudes towards physical activity. In: Research Quarterly 39, 1968, pp. 566-574
  • Gert König: perspective, perspectivism, perspective. In: Joachim Ritter u. a. (Ed.): Historical dictionary of philosophy . Volume 7. Wissenschaftliche Buchgesellschaft, Darmstadt 1989, pp. 362-375.
  • Arnd Krüger : La pluridisciplinarité dans l'éducation physique et sportive: un chemin difficile - Multiperspectivity as a basis of current German physical education. in: Movement & Sport Sciences - Science & Motricité 78, 2012, 11-23. ( Online )
  • Dietrich Kurz : From the variety of sporting sense to the educational perspectives in school sport , In: P. Neumann, E. Balz (Ed.): Mehrperspektiven Sportunterricht. Orientations and examples . Verlag Hofmann, Schorndorf 2004, pp. 57-70.
  • Roland Singer, Hans Eberspächer , Klaus Bös a . a .: The ATPA-D scales: A German version of the Kenyon scales for recording attitudes towards sporting activity. Limpert, Frankfurt / M. 1980
  • Siegbert Warwitz : Interdisciplinary Sports Education. Didactic perspectives and model examples of interdisciplinary teaching. Verlag Hofmann, Schorndorf 1974, Volume 55 of the series "Contributions to teaching and research in physical education", DNB 740560026 .
  • Siegbert A. Warwitz, Anita Rudolf: The didactic thought picture . In: Dies .: Project teaching. Didactic principles and models . Hofmann publishing house. Schorndorf 1977. pp. 20-22, ISBN 3-7780-9161-1 .

See also

Individual evidence

  1. ↑ Gert König: perspective, perspectivism, perspective . In: Joachim Ritter u. a. (Ed.): Historical dictionary of philosophy . Volume 7, Wissenschaftliche Buchgesellschaft, Darmstadt 1989, pp. 362-375.
  2. ↑ cf. Eckart Balz, Peter Neumann (Hrsg.): Multi-perspective sports lessons - orientations and examples . Verlag Hofmann, Schorndorf 2004.
  3. ^ Siegbert Warwitz: Interdisciplinary sports education. Didactic perspectives and model examples of interdisciplinary teaching. Verlag Hofmann, Schorndorf 1974
  4. ^ Siegbert A. Warwitz, Anita Rudolf: The didactic thought picture . In: Dies .: Project teaching. Didactic principles and models . Verlag Hofmann, Schorndorf 1977, pp. 20-22
  5. ^ Siegbert A. Warwitz: Be brave , basic article. In: Case-Word-Number 107 (2010), pp. 4–10
  6. ↑ Hajo Bernett: The educational redesign of the bourgeois physical exercises by the philanthropists , Diss., Hamburg 1959
  7. ^ Klaus Giel, Gotthilf G. Hiller, Hermann Krämer u. a .: Pieces for a multi-perspective lesson. Klett, Stuttgart 1974 ff.
  8. ↑ GS Kenyon: Six scales for assessing attitudes towards physical activity. In: Research Quarterly 39, 1968, pp. 566-574
  9. ↑ Roland Singer, Hans Eberspächer, Klaus Bös a. a .: The ATPA-D scales: A German version of the Kenyon scales for recording attitudes towards sporting activity. Limpert, Frankfurt / M. 1980
  10. ↑ Dietrich Kurz: From the diversity of sporting sense to the educational perspectives in school sport. P. 6 , accessed on May 1, 2016 .