Dannelse og idrætsdidaktiske modeller
Hvordan kan dannelse kvalificere valget af idrætsdidaktiske modeller
DOI:
https://doi.org/10.7146/lup.v7i1.132433Nøgleord:
dannelse, idrætsundervisning, idrætsdidaktiske modeller, Gert Biesta, idrætResumé
Resumé
De seneste 20 år har der især i den angelsaksiske verden været et stærkt fokus på at anvende idrætsdidaktiske modeller i idrætsundervisningen med henblik på at fremme refleksioner om valg af mål, indhold og metode. Modellerne er imidlertid overvejende udviklet inden for en angelsaksisk uddannelsestradition, og de forholder sig ikke til dannelsesspørgsmål eller formålet med undervisning. Endvidere er det karakteristisk for de idrætsdidaktiske modeller, at de er udviklet enkeltvist, og der mangler derfor refleksioner om og kriterier for, hvordan man kan sammensætte modeller, der samlet set tilgodeser, at undervisningen bidrager til elevernes dannelse.
Formålet med nærværende artikel er at diskutere, hvordan man med et uddannelsesteoretisk perspektiv kan kvalificere valget af idrætsdidaktiske modeller i idrætsundervisningen med henblik på dannelse. Artiklen er baseret på et litteraturstudie af idrætsdidaktiske modeller i idrætsundervisning og foreslår, at almendannelse i idrætsundervisning kan fremmes gennem Gert Biestas bestemmelse af formålet med uddannelse.
Abstract (UK)
In this article, we contribute to the discussion of models-based practice (MbP) in physical education (PE). The common pedagogical approach to PE has been criticized for being biased towards introductory activity-based instruction and mastering discipline-specific skills. To address this problem, it has been suggested that PE should be based on different pedagogical models. However, no metareflection have suggested how these models should be chosen. Based on a Bildung theoretical approach we suggest that models are chosen on the basic of the purpose of education. More specific we suggest a Bildung theoretical perspective based on Gert Biesta’s reflections on education and its purpose as qualification, socialization and subjectification.
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