Teaching Approaches to Learn Theoretical Contents in Physical Education: A Study about Contour Lines

Nicolás Julio Bores-Calle, Ana Escudero and Daniel Bores-García
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Nicolás Julio Bores-Calle: Department of Didactics of Musical, Artistic and Corporal Expression, Faculty of Education, University of Valladolid, 34004 Palencia, Spain
Ana Escudero: Department of Research and Psychology in Education, Faculty of Education, Universidad Complutense de Madrid, 28040 Madrid, Spain
Daniel Bores-García: Department of Physical Therapy, Occupational Therapy, Rehabilitation and Physical Medicine, Health Faculty, Rey Juan Carlos University, 28922 Alcorcón, Spain

IJERPH, 2020, vol. 17, issue 22, 1-14

Abstract: 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.

Keywords: teaching interventions; secondary education; theoretical contents; contour lines; orienteering (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2020
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