Learning theories and physical education (motor education): approaches to teaching

Abstract

The study aims to explore learning theories applied to Physical Education, focusing on how different pedagogical paradigms influence teaching methods and knowledge construction in the school environment. The research analyzes three pedagogical models based on the epistemological paradigms described by Becker (1994): directive, non-directive, and relational pedagogy. Directive pedagogy, grounded in empiricism, considers the student a "blank slate" and prioritizes the teacher's role in knowledge transmission. Non-directive pedagogy, supported by innatism, minimizes the teacher's interference and emphasizes spontaneous learning, often resulting in learning inequalities. Finally, relational pedagogy, associated with constructivism/interactionism, suggests that knowledge is built through interactions between teacher, student, and environment, respecting students' prior knowledge. In this approach, strategies such as "guided discovery" and "problem-solving" are recommended as they foster active learning and co-construction of knowledge. Relational pedagogy is highlighted as the most suitable model for Physical Education because it encourages students' active participation, respects their individuality, and promotes critical and creative development. This model transforms the teaching-learning relationship into a collaborative and continuous process, preparing students to become agents of social change. Adopting this paradigm requires significant changes in pedagogical practices, emphasizing mediation and fostering autonomy and reflection.