A nivel escolar cada vez se puede observar una mayor atracción del grueso del alumnado hacia deportes alternativos en los que parten de un nivel similar, destacando aquellos en los que prima el componente colaborativo sobre la técnica individual. Este el caso de los ejemplificados en la obra: el Colpbol y la Rosquilla. Existe una gran tendencia en la actualidad hacia la utilización de uno o más modelos pedagógicos productivos en las sesiones de Educación Física para favorecer la adquisición de competencias por parte del alumnado. Dichos modelos productivos son los que ponen al alumno como protagonista del proceso de enseñanza y le dan un papel importante en la consecución de sus aprendizajes. Teniendo en cuenta estas premisas y basándose en las evidencias científicas relatadas por los distintos autores citados en la obra, se ha realizado una hibridación de los modelos de Enseñanza comprensiva del deporte (Teaching games for understanding) y Aprendizaje cooperativo para el desarrollo de los deportes alternativos en los que se primará la interiorización de juegos para el aprendizaje táctico y, posteriormente, técnico de los diferentes deportes, además de la importancia del desarrollo de las habilidades sociales, la interacción y el procesamiento grupal, junto a la responsabilidad individual.

A nivel escolar cada vez se puede observar una mayor atracción del grueso del alumnado hacia deportes alternativos en los que parten de un nivel similar, destacando aquellos en los que prima el componente colaborativo sobre la técnica individual. Este el caso de los ejemplificados en la obra: el Colpbol y la Rosquilla. Existe una gran tendencia en la actualidad hacia la utilización de uno o más modelos pedagógicos productivos en las sesiones de Educación Física para favorecer la adquisición de competencias por parte del alumnado. Dichos modelos productivos son los que ponen al alumno como protagonista del proceso de enseñanza y le dan un papel importante en la consecución de sus aprendizajes. Teniendo en cuenta estas premisas y basándose en las evidencias científicas relatadas por los distintos autores citados en la obra, se ha realizado una hibridación de los modelos de Enseñanza comprensiva del deporte (Teaching games for understanding) y Aprendizaje cooperativo para el desarrollo de los deportes alternativos en los que se primará la interiorización de juegos para el aprendizaje táctico y, posteriormente, técnico de los diferentes deportes, además de la importancia del desarrollo de las habilidades sociales, la interacción y el procesamiento grupal, junto a la responsabilidad individual.

Sport Education: International Perspectives presents a series of studies of the innovative pedagogical model that has taken the physical education world by storm. Since the emergence of the Sport Education model in the mid-1990s it has been adopted and adapted in physical education programs around the world and a new research literature has followed in its wake. With contributions from leading international scholars and practitioners from the US, Europe and Asia, this book offers a more thoughtful and critical set of perspectives on Sport Education than any other. It is essential reading for any student, pre-service teacher, classroom teacher or university instructor working in SE, PE, youth sport, sports coaching or related disciplines.

Can we imagine a future in which physical education in schools no longer exists? In this controversial and powerful meditation on physical education, David Kirk argues that a number of different futures are possible. Kirk argues that multi-activity, sport-based forms of physical education have been dominant in schools since the mid-twentieth century and that they have been highly resistant to change. The practice of physical education has focused on the transmission of de-contextualised sport-techniques to large classes of children who possess a range of interests and abilities, where learning rarely moves beyond introductory levels. Meanwhile, the academicization of physical education teacher education since the 1970s has left teachers less well prepared to teach this programme than they were previously, suggesting that the futures of school physical education and physical education teacher education are intertwined. Kirk explores three future scenarios for physical education, arguing that the most likely short-term future is ‘more of the same’. He makes an impassioned call for radical reform in the longer-term, arguing that without it physical education faces extinction. No other book makes such bold use of history to interrogate the present and future configurations of the discipline, nor offers such a wide-ranging critique of physical culture and school physical education. This book is essential reading for all serious students and scholars of physical education and the history and theory of education.

The book is based on the exchange of professional experiences which featured in an IUCN CEC workshop in August 2002. Practitioners from around the world shared their models of good practice and explored the challenges involved in engaging people in sustainability. The difficulties facing practitioners vary between country and context but some challenges are universal: A lack of clarity in communicating what is meant by sustainable development; An ambition to educate everyone to bring about a global citizenship; Social, organisational or institutional factors constrain change to sustainable development, yet there is an emphasis on formal education, and community educators do not receive the same support; A lack of balance in addressing the integration of environmental, social and economic dimensions leading to an interpretation that ESD is mainly about environment and conservation issues; New learning (rather than teaching) approaches are called for to promote more debate in society. Yet, few are trained or experienced in these new approaches. Practitioners need support to explore new ways of promoting learning. [Foreword, ed].

Cooperative Learning is a dynamic instructional model that can teach diverse content to students at different grade levels, with students working together in small, structured, heterogeneous groups to master subject content. It has a strong research tradition, is used frequently as a professional development tool in general education and is now emerging in physical education. This book defines Cooperative Learning in physical education and examines how to implement Cooperative Learning in a variety of educational settings. It explores Cooperative Learning in physical education from three main perspectives. The first, context of learning, provides descriptions of Cooperative Learning in different levels of education (elementary school, secondary school, and university physical education). The second, Cooperative Learning in the curriculum, offers case studies from teachers and researchers of their experiences of implementing Cooperative Learning within their own national context. The third perspective, key aspects of Cooperative Learning, examines how the different elements of the model have been foregrounded in efforts to enhance learning in physical education. As the only text to provide international perspectives, from eight different countries, of Cooperative Learning in physical education, this book is important reading for any student, researcher or teacher with an interest in physical education, sport education, sport pedagogy, curriculum development or methods for learning and teaching.

The Game Centred Approach (GCA) is the ideal framework for coaches and teachers to develop comprehensive tactical or technical lessons for any game, both in physical education and in extracurricular sport contexts. Learning about the pedagogical models included in this approach has never been easier thanks to this short introductory guide. The book helps the reader acquire the skills needed to design effective session plans, regardless of the sport that is being taught or coached. It introduces the core concepts underpinning the GCA model, complemented by practical examples of tasks and strategies for each game category and assessment instrument. This is essential reading for all educators, coaches or sports professionals who wish to improve their teaching or coaching to enhance their students and players’ physical literacy and sport competence. It is also invaluable reading for any student or researcher working in physical education, sport coaching or sport pedagogy.