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Published on: April 16, 2014
Teaching Approaches to Learn Theoretical Contents in Physical Education: A Study about Contour Lines
Nicolás Julio Bores-Calle1, Ana Escudero2, Daniel Bores-García3
1Department of Didactics of Musical, Artistic and Corporal Expression, Faculty of Education, University of Valladolid, 34004 Palencia, Spain.
Purpose:
Fostering student's map reading skills, specifically understanding contour lines, is a challenging area of the Physical Education curriculum.
Method:
238 students in their first year of secondary education (Mage = 13.1) were randomly assigned to one of these experimental conditions in physical education classes: (a) Teaching intervention 1 (TI-1): integrating the concept of contour lines into practical sessions of acrobatic gymnastics; (b) TI-2: theoretical sessions regarding contour lines; (c) Active control (AC): reading an introductory text about topographic maps; and two passive controls (PC) without any intervention, (d) PC-1 and (e) PC-2.
Results:
All students, except for PC-2, improved their knowledge of contour lines. Nevertheless, performing corporal figures (in TI-1) and employing pointing and tracing gestures (in TI-2) helped students to correctly resolve a broader range of tasks.
Conclusions:
The results highlighted the benefits of teaching proposals that favor movement and the experience of the body.
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