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

00925njm 22002777a 4500 dc Bores Calle, Nicolás Julio author Escudero, Ana author Bores García, Daniel author 2020 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. 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 Teaching and Teacher Education Educación física - Estudio y enseñanza Educación secundaria Orientación escolar Teaching approaches to learn theoretical contents in Physical Education: A study about contour lines