Optimización del aprendizaje en gimnasia artística: el análisis estructural y la metodología de adaptación

Abstract

In this work we develop two concepts based on Smolevsky and Gaverdovsky (1999) theories, using a practical point of view, they explain the substitution of traditional methodology, based on learning in standardized conditions and in the test (essay)-mistake, instead, a methodology based on the teaching/ learning process directing, planning and systematization. These concepts title our work and are known as the structural analysis and the methodology of adjustment. Competition analysis in all different apparatus allows to discover that gymnastic exercises consist of very small motion units, smaller than A diffi culty elements, that defi ne a family of elements with motion common characteristics that are, often, the same as the groups of structure used by FIG to classify elements the Scoring Code. That motion unit or motion pattern, which means the core of every gymnastic element, is going to be defi ned as a motion basic habit. To synthesize the containing of plans in sports for beginners all to be done is to deduce and systematize the positions of work and the motion basic habits in every apparatus. This is the main contribution and innovation of our study and will continue with competition analysis in every apparatus in Artistic Gymnastics. We try to make a call for the role of adjustment methodology, not only in competition Gymnastics, but also in the whole fi eld of Motor Behaviour, or School Physical Education, as well as we can state that using this methodology in Physical Activity and Sport Sciences classes in university has allowed students to inner feel very diffi cult motor patterns and, that way, to deepen into the knowledge of Artistic Gymnastics, from practical experimentation. Considering that this new methodological approach is not known in Spain, especially out of the area of the Gymnastics, we hope this way spreads out in all fi elds of physical activity and sport, guaranteeing a successful result in specialists work. We plead for not repeating established models, but for a studied and meticulous analysis of learning goal, population whom intervention has been thought to and didactic and pedagogic capacity of professional to react to contingencies and to direct teaching/ learning process using an active pattern.