Pädagogisches Handeln im gymnasialen Sportunterricht (Volume 3) (English shop)

Entwurf einer gegenstandsverankerten sportpädagogischen Theoriebildung auf der Grundlage problemzentrierter Interviews mit bayerischen Sportlehrkräften

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The educational impact of sport in general and of school sport in particular is certainly the major topic of sport pedagogy. Accordingly, current physical education curricula predominantly invoke the educational concept of “Erziehender Sportunterricht” (educative physical education). However, research has so far largely failed to specify what the concrete design of an educative physical education should look like and which competencies physical education teachers require for it. Brettschneider et al. (2005) therefore speak of a “transmission gap” in the didactic-methodological implementation of “Erziehender Sportunterricht” that needs to be closed. Moreover, little is known so far about how physical education teachers actually act pedagogically and/or whether they regard this as their task. The study takes these questions as its starting point. The first aim of the work is to expand the existing body of knowledge about the pedagogical practice of physical education teachers in school sport at Gymnasium level in Bavaria and thus to contribute to theory building in sport pedagogy. The second aim is the possible derivation of recommendations for practice on the basis of the model developed.