Analytical pedagogy vs. global pedagogy

This theory is basically developed in team sports, under the marked influence of the training methodologies of individual sports; it is based on the hypothesis that the teaching models can be identical in both sports systems. From the explanation of this theory appears the so-called analytical pedagogy.

    Progress is a sum of the particular functions that progressively lead to bone totality,

A linear process that goes from the particular to the general   In turn, the conception of the pedagogical act is conceived as a unidirectional relationship and a rather passive transmission of the didactic object, in which the educator is a repeater, a person in charge of transmitting his knowledge to the student. In sports practice Analytical pedagogy proposes an analysis of the elements of a set separately, in order to automate them to later chain them at the end.

In other words, it would be a matter of determining the constituent elements of collective 해외축구중계 games following the three methodological steps:

Establishing a list of technical actions that a player can perform

Analyze each of these elements separately, in order to facilitate their technical assimilation.

Establish the chaining of the different gestures in a methodological progression, so that at the end of the learning process the player knows, the analysis or sequencing of all the elements that structure the system in this case football.

This type of pedagogy is used by people who, not having received information, teach according to their intuition in a very empirical way. These are the methods commonly called traditional.

    Analytical pedagogy proposes an isolated training model

Where the chosen technical skill is trained to subsequently introduce, in the best of cases, a predetermined game situation and finally, they try to integrate it into the real game context. Emphases are placed on the repetitive execution of specific skills and techniques without worrying about how they fit or are managed within the demands of the game; the player does not know how to use his technical repertoire in the game.

Since game situations are not analyzed, but unconnected elements, and isolates the gesture from its context.  We can say that this is a partial and secluded vision in which the player is expected to know the essence of the game at the end of a long and structured learning process of its different components.

(Hernandez, 1994), Argues that technical intervention forgets very significant characteristics of sports games and of human rationality, such as open thoughts, the ability to

Respond to new situations, the ability to reflect in action, decision making and the capacity for imagination and creativity.

This model tries to overcome the deficiencies analyzed in the analytical theory starting from the basis that the treatment of team sports is functionally very different from individual ones.

The learning of technical gestures is carried out in an integrative way with the collective organization used and learned by the team.

This theory tries to subordinate the specific motor action to the general structure, but considering the need for intelligent training of the player.



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