Sports didactics
Sport didactics is the scientific discipline that deals with the theory and practice of teaching and learning in sport . Her research area accordingly includes the empirical recording of the anthropological foundations of the learning processes, the reflection of overarching meanings of the educational measures, the development of concrete objectives, the development of a suitable methodology and technology , the design of practicable curricula as well as the creation of evaluation mechanisms for the success control of the communication processes .
On the one hand, sports didactics is closely related to its neighboring sciences, in particular general didactics , general pedagogy , learning psychology , developmental psychology or the social sciences , but on the other hand also to the other disciplines of sports science , such as kinetics or training theory , which it has to convey. It grew out of sports education , and so it is of great importance in sports teacher training and is of great importance for practical sports lessons in schools and clubs.
term
Sport didactics is a word formation from the terms "sport" and ancient Greek didaktikè téchne and means "technology", "art", "science" of teaching and learning in the field of sport. It defines itself as an independent subject didactics , differentiated from other subject didactics and as a scientific (sub) discipline of sports science with its own research fields.
Historical aspects
→ Main article: History of sports didactics
The history of sports didactics begins with the formation of terms and the first structuring of teaching and learning through a corresponding word field and a corresponding program of agonal and gymnastic training in ancient Greece . The ideas continued with similar objectives about Greek teachers in ancient Rome . In the European late Middle Ages , sports didactics within the framework of the “ Didactica magna ” of the great philosopher and pedagogue Johann Amos Comenius of 1657 became a supporting foundation for youth education, which was developed by philanthropists such as Basedow or GutsMuths and the founders of the gymnastics movement such as Friedrich Ludwig Jahn and his students was further trained and enriched with new objectives. Sports didactics of the modern age began with the rise of the subject “theory of physical education” or “sports pedagogy” to a recognized science and the establishment of corresponding chairs at universities and colleges of education in the Federal Republic of Germany and Austria in the 1960s. The pioneering work of the new scientific discipline was done by Friedrich Fetz at the Universities of Frankfurt and Innsbruck, Hans Groll at the University of Vienna and Ommo Grupe at the University of Tübingen. With the addition of new tasks such as health education , the traffic education , the co-education or inclusion , the sport didactics opened toward an "Interdisciplinary Physical Education" (Warwitz). These new educational structures and forms of communication were to work out what to closely become Fachdidaktik towards an oriented to current problems of life project further developed.
Subject and tasks
As a research and teaching discipline with responsibility for the processing of job placement services in the field of sports, the sports teaching is concerned with the question of W it w as w hy w ozu w ann w ie in sport, through sport, to learn about the sport. These aspects, named after the history didactician Erich Less than the “six Ws of Erich Less”, attempt to present the complex of tasks in a simplified form:
The who refers to the specific group of addressees who are involved in all sports educational mediation efforts in their age-specific, psychological, social, etc. a. Requirements must be taken into account in the learning concept. So the mental and emotional attitude to sport as well as the practical sport is to be aligned according to whether the target group are competitive athletes, recreational athletes, senior citizens, elementary school students or high school students, girls or boys. The what concerns the content, which is to be selected and analyzed in a way that is appropriate to the target group, in line with education and social requirements. The why relates to the transparency and justification of the learning material, which must necessarily be taught as an example. It must be for the motivation of learning z. For example, it can be made clear why, instead of playing football, apparatus gymnastics and instead of just playing also theory and reflection are on the learning program. The What means the objectives that are connected to the intended learning that can be applied not only to optimize performance, but also to social integration, cultural appropriation or fun and socializing out. The when affects the appropriate point in time at which learning processes are initiated. For example, there is a different “fertile moment” for learning to swim than the encounter with a responsibility-demanding adventure sport . The how finally addresses the methods, aids and tools with which the objectives are to be optimally achieved.
From a didactic point of view, it plays a role whether the learning processes concern children, adolescents or adults, the healthy or the disabled, whether they are used in general school lessons or a training center for high-performance athletes, whether they are used in a totalitarian or democratic social system, i.e. which specific meanings and objectives they are supposed to serve. One of the basic tasks of sport didactics is to reflect on subject-specific learning processes and to justify them, to formulate suitable objectives, to develop forms of their methodology, to design curricula for practical implementation and to create evaluation mechanisms for monitoring success . Another research area is dealing with the transfer problem . The first textbook of the new specialist discipline by sports didacticist Stefan Großing confronted the trainee teachers with the five task areas “Conditions of sports lessons”, “Learning objectives and learning content”, “General methodology”, “Teaching technology and media studies” and “Planning and monitoring sports lessons”.
The professional training for competent, independent teaching takes place for the trainer licenses of the sports in Germany, Austria and Switzerland in so-called trainer academies such as the trainer academy in Cologne or the federal sports academies in Vienna and Graz. Special high school forms tailored to high-performance athletes , such as in Berchtesgaden , can help them and at the same time lead to a higher education entrance qualification. University institutes and universities of teacher education are responsible for academic teacher training . For trainee teachers, sports didactics is an integral, hour-long, compulsory area of training.
School curriculum specifications
Higher education didactics differs significantly from school didactics , which is geared towards children and adolescents, in the special discipline of sports didactics , depending on its adult addressees and different tasks .
The individual federal states are responsible for the school curricula under the coordination of the " Standing Conference of the Ministers of Culture of the Federal States in the Federal Republic of Germany " (KMK). Accordingly, the didactic standards differ slightly:
According to the pedagogical guideline of the Baden-Württemberg Sports Education Plan, the "Educational Sports Lessons" have a dual mandate:
- Through education in sport , the pupils should be made aware of movement as a principle of life and motivation should be created for lifelong sports. In addition, basic skills and motor skills, knowledge and attitudes are imparted.
- Education in and through sport means an age-appropriate promotion of health awareness and fitness. Individual progress in performance and confidence in your own performance should lead to a positive body feeling and strengthen your personality. This is against the background of an environment that offers the students less and less natural motivation and opportunities to move.
This general guideline is then specified in the following text with examples and alternative suggestions as action and decision support for the lesson planning.
Limits of sports didactics
With an allocation to a pure "movement subject", which only has to create a balance to the "seating subjects", the didactics of sports is seen as underchallenged. As part of a holistic education that on instituting and handing down of the sports addition Survival Kit for time issues such as sex education , the drug education , the inclusion of disabled people, the integration of immigrants or cessation aids to the problem area risk sports should provide, it applies the other hand in the old structures Overwhelmed.
In a congress contribution on “Socialization in Sport” as early as 1973 , the didactician Siegbert A. Warwitz criticized the overly narrow didactic conception of the subject, which is still largely body- and movement-centered, in view of the complex field of tasks faced by sports education. What was meant, for example, was a necessary thorough examination of topics such as fear , courage , risk , aggression , but also further demands such as participation in the integration of foreign children and the disabled or highly topical problem areas such as health education or traffic education . Accordingly, he called for the inclusion of the "cognitive component in the socialization processes" and a corresponding broadening of the horizons of sports didactics:
“ Sports education is initially aimed at people's own physical exercise, doing and acting, but must also enable them to recognize, assess and shape psychomotor activities in the larger context of the cultural phenomenon and social problem of sport. "
In view of the steadily expanding demands from everyday life and politics and in view of the slow willingness to reform subject didactics, sports pedagogue Dieter Brodtmann repeated the demand for a reorientation of the subject didactics, which had become too narrow, in an article in the magazine "Sportwissenschaft":
"Of all the limits encountered by sports didactic approaches and considerations, it is presumably above all those limits that characterize a particularly explosive conflict zone where ideas about sports didactics in the sense of subject didactics are confronted with interdisciplinary education and training tasks."
He specified what he meant using an example from the list of tasks in sports didactics:
"Sports didactics that has demonstrably so far inadequately made the social processes in physical education an object of reflection and research is empty-handed in view of the problems that have to arise with the integration and consideration of the disabled."
Reform approaches
The sports historian Hajo Bernett then brought the proposal to further develop sports didactics into "area didactics" in the discussion, which could summarize related subjects, for example under the health or leisure aspect.
The didacticians Warwitz and Rudolf, on the other hand, favored an opening up of sports didactics to the other subject didactics and a cooperation in the sense of topic-related project work , as is already common for operations in medicine or for research assignments in the engineering industry. The guiding thought should be an expanded form of the didactic triangle that goes back to Wolfgang Klafki :
The content page , the complex learning material to be conveyed, should then be "multi-perspective", i. H. from the different perspectives of the subjects involved, illuminated and processed. The teaching side did not see itself as an individual mediator, but as a team that cooperates with each other and works with each other with its different specialist skills. Accordingly, the student side should not only be addressed in terms of their motor skills and as an individual learner, but rather act in the form of multi-dimensional learning , i.e. H. by activating different learning potencies and in cooperation with several learners. Examples for the opening of the curricula were presented, such as the interdisciplinary construction and sport-technical learning of kayaking , the linguistic-historical development of sport metaphors or the integration of foreign children in the class.
Today's sport didactics is an integrative didactic that is less oriented towards specific sporting content, such as sports, than towards complex tasks set in life, to which the subject with its wide range of exercise, games and sport has to make a contribution . After the sports science is increasingly in exchange with neighboring sciences in new sub-disciplines such as sports psychology , the sports education , the sports medicine , the Sociology of Sport , the training theory or the theory of motion had differentiated, these were didactic work up for teaching in college, academy, schools and clubs and to convey in a methodically adequate manner.
The change in didactic ideas can also be seen in the frequent changes and adaptations of the technical terms in the course of their historical development: names such as " gymnastics " or " gymnastics ", which once characterized the entire field of activity, have now faded to the labels of individual sports. Terms such as “physical education” or “physical education” were discarded because of their ideological burden. Names like “sport” or “sports education” are also changing again in the new school curricula to more broadly defined frameworks, such as “work area movement, play and sport” (Baden-Württemberg), in order to give the teaching of basic sporting skills more leeway and more complex ones to better meet didactic demands.
literature
- Michael Bridegroom: Sports Didactics. A textbook in 12 lessons . Meyer & Meyer: Aachen 2003
- Kurt Egger: Transfers of Learning in Sports Education , Verlag Birkhäuser, Basel 1975.
- Friedrich Fetz : Basic concepts of the didactics of physical exercises , Verlag Limpert, Frankfurt 1972
- Friedrich Fetz: General methodology of physical exercises . 10th edition, Vienna 1996.
- Hans Groll : The idea and form of physical education today , 3 volumes, Vienna-Munich 1962–68
- Stefan Großering: Introduction to sports didactics . 9th edition, Verlag Limpert, Bad Homburg 2007
- Ommo Grupe : Anthropological foundations and pedagogical objectives of physical education , In: Introduction to the theory of physical education , 3rd edition, Verlag Hofmann, Schorndorf 1973, p. 15 ff
- Ommo Grupe: Introduction to Sports Education , 3rd edition, Verlag Hofmann, Schorndorf 2007
- Konrad Paschen : Didactics of physical education: foundation and design. Limpert publishing house, Frankfurt am Main 1961.
- R. Messmer (Ed.): Fachdidaktik Sport. UTB, Bern 2013, ISBN 978-3-8252-3881-0 .
- N. Heymen, W. Leue: Planning of physical education. Schneider Verlag, Hohengehren, Baltmannsweiler 2008, ISBN 978-3-8340-0365-2 .
- P. Röthig, R. Prohl (Hrsg.): Sportwissenschaftliches Lexikon (= contributions to teaching and research in sport. 49/50). 7th edition. Hofmann, Schorndorf 2003, ISBN 3-7780-4497-4 .
- Bruno Saurbier: History of physical exercises , 10th edition, Verlag Limpert, Frankfurt 1978
- Volker Scheid & Robert Prohl (Eds.): Sports Didactics - Basics, Forms of Communication, Fields of Movement . 2nd edition, Limpert Verlag, Wiebelsheim 2017, ISBN 978-3-7853-1915-4 .
- Josef N. Schmitz: Didactic analyzes and basics , 3rd edition, Schorndorf 1972.
- Annemarie Seybold : Didactic principles in physical education , Schorndorf 1972
- 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 Warwitz, Anita Rudolf: Experience-design-understand sport in projects . In: Rainer Pawelke (ed.): New sport culture . Lichtenau 1995, pp. 360-362.
- 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 .
- Petra Wolters, Horst Ehni, Jürgen Kretschmer, Karlheinz Scherler, Willibald Weichert: Didactics of school sports . Verlag Hofmann, Schorndorf 2000
Individual evidence
- ^ Julius Bohus: Sports history. Society and sport from Mycenae to today . Munich 1986
- ↑ Claus Tiedemann: History of Sports - History of Culture of Movement ( Memento of the original from April 19, 2012 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. . Sports historical information on the Internet, annotated list of links (Department of Sports Science, University of Hamburg)
- ↑ Erich Less: The basics of history lessons. Studies on didactics in the humanities , Teubner, Leipzig 1926
- ↑ Kurt Egger: learning transmissions in the Sportpädagogik , Birkhäuser Verlag, Basel 1975
- ↑ Stefan Großering: Introduction to Sports Didactics . 9th edition, Verlag Limpert, Bad Homburg 2007 (1st edition 1976)
- ^ Arnd Krüger: Coach Education and Training. In: Roland Naul, Ken Hardman (Eds.): Sport and Physical Education in Germany. Routledge, London 2002, pp. 113-131
- ↑ Ludwig Huber: University didactics as a theory of education and training. In: Dieter Lenzen (Ed.): Enzyklopädie Erziehungswissenschaft. Training and socialization in college. , Volume 10, Verlag Klett, Stuttgart-Dresden 1995, pp. 114-138
- ↑ Petra Wolters, Horst Ehni, Jürgen Kretschmer, Karlheinz Scherler, Willibald Weichert: Didactics of school sports . Verlag Hofmann, Schorndorf 2000
- ↑ State Institute for School Development Baden-Württemberg: Education Plan Sport Orientation Level 2015. Working version for testing. Stuttgart 2013, p. 2, full text
- ↑ State Institute for School Development Baden-Württemberg: Bildungsstandard Sport Gymnasium 2004. S. 300, full text
- ↑ ibid p. 300
- ^ Siegbert Warwitz: The need to supplement physical education . In: Ders .: Interdisciplinary sports education. Didactic perspectives and model examples of interdisciplinary teaching . Verlag Hofmann, Schorndorf 1974, pp. 40-52
- ↑ a b Dieter Brodtmann: Limits of Sport Didactics, In: Sportwissenschaft 3-4, 1975, pp. 286–297.
- ^ Siegbert Warwitz: On the cognitive component in the socialization process . In: Committee of German physical educators (ed.): Socialization in sport . VI. Congress for physical education in Oldenburg 1973. Verlag Hofmann, Schorndorf 1974, pp. 366–371
- ^ Siegbert Warwitz: The need to supplement physical education . In: Ders .: Interdisciplinary sports education. Didactic perspectives and model examples of interdisciplinary teaching . Verlag Hofmann, Schorndorf 1974, p. 10
- ↑ Dieter Brodtmann, ibid p. 296
- ↑ Brodtmann, ibid p. 296
- ↑ Hajo Bernett: On the construction of sport didactics and their status in the specialist course , In: Sportwissenschaft 5, 1975, pp. 147-161.
- ^ Siegbert A. Warwitz, Anita Rudolf: The didactic thought picture . In: Dies .: Project teaching. Didactic principles and models . Verlag Hofmann, Schorndorf 1977, pp. 20-22.
- ^ Siegbert A. Warwitz, Gernot Schlager: Wild water rafting as an interdisciplinary task - a model proposal for the interdisciplinary opening of the subject curricula . In: Physical Education. 6, 1976, pp. 187-191
- ^ Siegbert A. Warwitz, Anita Rudolf: Possibilities of integrating foreign children in the class . In: The German School. 12, 1980, pp. 719-730
- ^ Michael Bräutigam: Sportdidaktik. A textbook in 12 lessons . Meyer & Meyer: Aachen 2003
- ↑ Stefan Großering: Introduction to Sports Didactics . 9th edition, Verlag Limpert, Bad Homburg 2007
Web links
- sportdidaktik.ch University of Applied Sciences Northwestern Switzerland , University of Education, Sports Didactics