Propuesta de evaluación del alumnado en educación física. Un enfoque desde la Praxiología Motriz (Proposal of student evaluation in physical education: a focus on Motor Praxiology)

Authors

  • Javier Sampedro Molinuevo
  • J. Sagardoy
  • M. J. Gómez

DOI:

https://doi.org/10.47197/retos.v0i16.34972

Keywords:

Praxiología motriz, dominios de acción motriz, lógica interna, evaluación formativa, programación (motor praxiology, motor action domains, internal logic, educative evaluation, programme)

Abstract

La praxiología motriz guía las propuestas de este artículo con el objetivo de ofrecer al profesorado una herramienta eficaz para evaluar a los alumnos y alumnas en educación física. Partiendo de una clasificación de las tareas basada en criterios precisos de acción motriz, se utilizan seis dominios a modo de parámetros estables para evaluar transversalmente los contenidos del área. La línea de discurso continúa poniendo en consonancia el plan de evaluación con la programación de aula en función de principios práxicos. Se ofrecen al profesorado los medios adecuados para poder decodificar las acciones que el alumnado realiza en clase y evaluar entonces de manera más acertada.

Abstract: The proposals of this paper are base don motor praxiology. The propose of the study is to offer the professor an efficient tool to evaluate the student of physical education. Then, six domains are used as teady parameters to evaluate the contents of area transversally. The paper continues with the adaptation between evaluation and programme following praxis principles. Suitable conditions are offered the professor in order to decode the actions student make in class and then evaluate them properly.

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Published

2009-07-01

How to Cite

Sampedro Molinuevo, J., Sagardoy, J., & Gómez, M. J. (2009). Propuesta de evaluación del alumnado en educación física. Un enfoque desde la Praxiología Motriz (Proposal of student evaluation in physical education: a focus on Motor Praxiology). Retos, 16, 41–45. https://doi.org/10.47197/retos.v0i16.34972

Issue

Vol. 16 (2009)

Section

Didactic experiences developed and investigated with empirical work

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