ESPORTE DA ESCOLA E ESPORTE NA ESCOLA AS PRINCIPAIS DIFERENÇAS

#sportsatschool #sportsatschool #schoolsports This is a brief overview of sports at school and sports at school in physical education classes. The term "sports at school" refers to a fragmented approach to sports, in which teachers use a perspective very similar to training to apply this content in their classes. This begins with the learning and (exhaustive) repetition of technical skills, seeking to perfect the fundamentals of the sport and then achieve competitive play, aiming for the best possible competitiveness. In short, it means teaching the fundamentals of the sport by repeating them so that one learns how to play, as it is believed that one must teach the parts (the fundamentals and technical skills) to then achieve the whole (which would be playing the sport). Another important characteristic of the concept of sports at school is that it does not seek different alternatives to experience a sport, always applying the practice of the sport as it was and is instituted in society. The rules, playing style, assignments, or player numbers are not changed, and therefore, it can be characterized as a practice with little or no creativity, as it merely reproduces what already exists. It is also worth noting that this type of sports practice in school physical education generally involves gender separation for activities, especially during play. Because it is a near-faithful reproduction of sports training, sports in school ultimately promote the exclusion of less skilled students. These students feel uncomfortable trying and failing to perform the tasks assigned by the teacher with the same precision as their peers, who excel and are generally those praised and encouraged most by the teacher. As Finck (2011) states, "the student is often seen by the teacher as a potential athlete, who demands the correct execution of sports movements, eliminating the playful, enjoyable, and spontaneous nature of the movements and disregarding the expressiveness of each student." (p.85) School sports, on the other hand, constitute a more pedagogical approach for physical education teachers, seeking to reach all students, maintaining their interest, participation, and satisfaction with the proposed tasks. From this perspective, the educator will modify sports as a teaching tool, altering rules, practice locations, and materials. They will seek to encourage students to reflect on sports so that they are able to critique the existing model in society and reconstruct it to meet their educational needs and the group's interests. This model fosters co-education, fostering joint practice for both genders, and not placing excessive emphasis on perfect technical gestures, believing that learning occurs through games (modified, pre-sports, etc.). Learning to play is learned through playing, since playing also practices the fundamentals of sports. When working with school sports, teachers should not list problems such as a lack of materials or equipment maintenance for Physical Education as factors that will hinder their performance or as excuses for complacency in an uncreative practice. All these challenges must be addressed, as every change arises from a real need, from what is already in place, and implementing the proposal requires overcoming these obstacles (Silva & Costa, n.d.). For Finck (2011), "...it is important and fundamental that sports be treated pedagogically in a more comprehensive manner, including its other dimensions, including the historical, anthropological, cultural, social, and others." (p. 87) School sports do not prioritize or highlight the best or most skilled. They seek the participation of all, while assessing collective development. "In school, it is necessary to reclaim the values ​​that prioritize the collective over the individual, defend the commitment to solidarity and human respect, and understand that a game is played "by two," and that playing with a teammate is different from playing against an opponent" (Castellani Filho et al, 2009, p. 70). SOURCE https://www.efdeportes.com/efd219/o-e...