La Educación Física y los Espacios de Aventuras muestra la importancia que tiene una buena motivación para el éxito de la enseñanza. El entorno constituye un aspecto decisivo para alcanzar aprendizajes constructivos, significativos y activos donde el alumnado desarrolle al máximo todas sus capacidades. Estimular mediante Espacios de Aventuras consiste en transformar y organizar el lugar y los materiales para construir un ambiente en el que el aprendizaje surja espontáneamente. En estas situaciones didácticas el niño/a es el protagonista y construye su propia estimulación y experimentación. Es un entorno motivador en el cual el alumnado, utilizando la exploración y el ensayo, construye su propio aprendizaje a través de una búsqueda guiada por parte del docente. La Educación Física contribuye al desarrollo de las competencias de interacción social y aprender a aprender. La estrategia más idónea para conseguirlo es convirtiendo al alumnado en protagonista de la acción a través de métodos basados en la construcción del propio aprendizaje.

This book offers a comprehensive synthesis of over 40 years of research on models in physical education to suggest Models-based Practice (MbP) as an innovative future approach to physical education. It lays out the ideal conditions for MbP to flourish by situating pedagogical models at the core of physical education programs and allowing space for local agency and the co-construction of practice. Starting from the premise that true MbP does not yet exist, the book makes a case for the term "pedagogical model" over alternatives such as curriculum model and instructional model, and explains how learners’ cognitive, social, affective and psychomotor needs should be organised in ways that are distinctive and unique to each model. It examines the core principles underpinning the pedagogical models that make up MbP, including pedagogical models as organising centres for program design and as design specifications for developing local programs. The book also explores how a common structure can be applied to analyse pedagogical models at macro, meso and micro levels of discourse. Having created a language through which to talk about pedagogical models and MbP, the book concludes by identifying the conditions - some existing and some aspirational - under which MbP can prosper in reforming physical education. An essential read for academics, doctoral and post-graduate students, and pre-service and in-service teachers, Models-based Practice in Physical Education is a vital point of reference for anyone who is interested in pedagogical models and wants to embrace this potential future of physical education.

A Deleuzian reading of Whitehead and a Whiteheadian reading of Deleuze open the possibility of a critical aesthetics of contemporary culture. In Without Criteria, Steven Shaviro proposes and explores a philosophical fantasy: imagine a world in which Alfred North Whitehead takes the place of Martin Heidegger. What if Whitehead, instead of Heidegger, had set the agenda for postmodern thought? Heidegger asks, “Why is there something, rather than nothing?” Whitehead asks, “How is it that there is always something new?” In a world where everything from popular music to DNA is being sampled and recombined, argues Shaviro, Whitehead's question is the truly urgent one. Without Criteria is Shaviro's experiment in rethinking postmodern theory, especially the theory of aesthetics, from a point of view that hearkens back to Whitehead rather than Heidegger. In working through the ideas of Whitehead and Deleuze, Shaviro also appeals to Kant, arguing that certain aspects of Kant's thought pave the way for the philosophical “constructivism” embraced by both Whitehead and Deleuze. Kant, Whitehead, and Deleuze are not commonly grouped together, but the juxtaposition of them in Without Criteria helps to shed light on a variety of issues that are of concern to contemporary art and media practices.

Ensures that physical educators are fully armed with a comprehensive plan for incorporating instructional models in their teaching! Instructional Models for Physical Education has two primary goals for its readers. The first is to familiarize them with the notion of model-based instruction for physical education, including the components and dimensions that determine a model's pattern of teaching and how to select the most effective model for student learning in a particular unit. The second goal is to describe each of the instructional models in such a way to give readers enough information to use any of the models with confidence and good results. The book includes everything readers will need for planning, implementing, and assessing when teaching with instructional models. It will help readers incorporate research-based practices in their lessons, adapt activities to include students of varying abilities, and teach to standards. Models tied to NASPE standards! The author has revised the third edition to show how using the instructional models can help teachers meet specific NASPE standards. The book demonstrates the connection of NASPE standards with the models and clarifies that connection for students. In addition, a table in each of the model chapters shows explicitly how the model aligns with NASPE standards.

This Child-Friendly Schools (CFS) Manual was developed during three-and-a-half years of continuous work, involving the United Nations Children's Fund education staff and specialists from partner agencies working on quality education. It benefits from fieldwork in 155 countries and territories, evaluations carried out by the Regional Offices and desk reviews conducted by headquarters in New York. The manual is a part of a total resource package that includes an e-learning package for capacity-building in the use of CFS models and a collection of field case studies to illustrate the state of the art in child-friendly schools in a variety of settings.

Part of the bestselling Little People, Big Dreams series, Jean-Michel Basquiat tells the inspiring story of this pioneering American artist.