2026-05-05T11:46:06Zhttps://uvadoc.uva.es/oai/request

oai:uvadoc.uva.es:10324/588072023-03-01T20:00:27Zcom_10324_1142com_10324_931com_10324_894col_10324_1258

Bores Calle, Nicolás Julio Escudero, Ana Bores García, Daniel Teaching and Teacher Education Educación física - Estudio y enseñanza Educación secundaria Orientación escolar Producción Científica 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. 2023-03-01 2023-03-01 2020 info:eu-repo/semantics/article International Journal of Environmental Research and Public Health. 2020, Vol.17, Nº. 22, 8599 1660-4601 https://uvadoc.uva.es/handle/10324/58807 10.3390/ijerph17228599 8599 22 International Journal of Environmental Research and Public Health 17 1660-4601 eng https://www.mdpi.com/1660-4601/17/22/8599 info:eu-repo/semantics/openAccess http://creativecommons.org/licenses/by/4.0/ © 2020 The Authors Atribución 4.0 Internacional MDPI