2026-08-12T05:44:34Zhttps://uvadoc.uva.es/oai/requestoai: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
2023-03-01T11:59:13Z
2023-03-01T11:59:13Z
2020
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
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.
application/pdf
eng
MDPI
info:eu-repo/semantics/openAccess
http://creativecommons.org/licenses/by/4.0/
© 2020 The Authors
Atribución 4.0 Internacional
Teaching and Teacher Education
Educación física - Estudio y enseñanza
Educación secundaria
Orientación escolar
5312.04 Educación
Teaching approaches to learn theoretical contents in Physical Education: A study about contour lines
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
https://www.mdpi.com/1660-4601/17/22/8599
SI