The values ​​in physical activity and sport II

    Juan Carlos Jimenez defined in his book "The value of the securities in the organizations' values ​​and principles that allow us to guide our behavior according to realize ourselves as people. Are fundamental beliefs that help us to prefer, appreciate and choose some things over others, or behavior instead. They are also a source of satisfaction and fulfillment.

  The values ​​are also the basis for living in community and relate to others. Can regulate our behavior to the collective welfare and harmonious coexistence.

  Perhaps for this reason we tend to relate them according to rules and norms of behavior, but they are making. That is, decide to act in one way rather than another based on what is important to us as a value. Decide to believe in it and deem it a special way.

  Having seen the meaning of value, we will relate directly to sport. We must remember that values ​​are acquired, each person gets a set of values ​​as he sees in his friends, teachers, but especially in his family. The boy spends much of his time at home with his family and everything should start from there.

  In the school, the teacher must be the principal point of reference for instilling values ​​in students, and physical activity and sport are the main means to achieve this. A teacher trained and aware will be able to instill positive values ​​in students, encouraging participation, eliminating aggressive behaviors, promoting non-discrimination and social inclusion if applicable.

  The sport will help us achieve this and then we'll see what we promote, through sport:

1.- The fair play (non-violence): The sport should promote fair play, avoiding aggressive situations at all times and making it clear that the sport is for fun and participate over the result.

2.- Interculturalism (not racism) and social integration: The sport should support the union over sex, religions, cultures, etc..

3.- The care for the environment: The practice of sport is not always performed in confined spaces, there are sports activities that take place outdoors: hiking, climbing, orienteering ... outdoor activities which enable us to promote the feeling of respect to this. In the classroom we can also promote environmental stewardship through activities using recycled materials to name a few.

4.- Solidarity: The sport is often a collective element where participation should be the main focus over winning or losing.

5.- Healthy Habits: The sport combines many healthy habits, hygiene, nutrition, postural habits and exercise. The close relationship between sport, physical activity and health is demonstrated in this section and enter some other time to develop more deeply because of the importance this has for our students.

6.- The courage and overcoming: There will be a positive value as long as they respect the opposite. Autosuperarse undoubtedly positive but as long as they do with respect to the contrary and without mocking it.

7.- The friendship and companionship: This is an essential aspect of sport as a value. On top of winning or losing, it must be companionship, allowing anyone to participate in an activity and give the same opportunity to other colleagues over the self-satisfaction.

  The issue of values ​​in sport to much more, since it is a very important section within the educational environment. In our curriculum is not a clear reference to these and not given the importance they should have in order to train students to be citizens of tomorrow.

The values ​​in physical activity and sport

    Before starting to implement Article we ask some questions What teaching professionals receive training to teach values? Do you know how to leverage them? It is important to answer these two questions to see if the process of values ​​education can take place.

  In addition to these personal factors dependent on the teacher, there are some external factors are equally important. Do you think there is a contradiction between what education advocates and what society says?

  Camps (1994) raised it worth teaching and instilling moral values ​​about children who must move and highlight possible in a society that has no respect these values? At the most it does the responsibility for solving the crisis of values ​​is on legislators, schools and teachers, or the entire school community? We can not think that teaching is a panacea that will remedy the evil example of all the community in all its omissions, conscious or not.

  There are two ways to transmit values, attitudes unconsciously or teach it in a planned and structured. At school there is no subject area or towards the development of these, no longer values ​​education in an element that is part of the hidden curriculum and legitimate consciously or not show up within the school curriculum.

  The LOGSE, is considered the treatment of affective domain or scope through cross-cutting themes and content introduced in the curriculum but they are necessary, in accordance with Devis Devis (1996), clear proposals that go beyond the bureaucratic formality. Overcoming the barrier between illusion and reality becomes a target and property not only teachers, but also legislators. Do not forget that even if not collected within any curriculum EF explicitly, a specific function would be the "moralizing" has already started in England in the nineteenth century and its "Public School" and, if we go back again in Italy in the fifteenth century at the "House Giocosa."
Focusing on the area of ​​Physical Education, how to address the physical activity and sporting development of values? What could be more suitable ways to achieve educational action we want?
In this sense we must say that at all times every society has used methods to make individuals take significant values ​​of their culture.
Ana Maria Gonzales Garza summed into four main groups:
1. The group of "tax method" widely used in the conservative educational system, where an authority imposes obligations, penalties, manages and prevents freedom of choice
2. The fall group where "moral method" represented by the old adage "Do as I say not as I do". Here the values ​​are transmitted through sermons, advice, pre-established rules, looking for the individual to live according to values ​​that are incorporated in this way.
3. The group where the "laissez-faire methods or laissez-faire". Here the authority is not involved or committed, leaving the individual in total freedom. This method is intended that the individual himself arrives to discover the values, if you choose right or wrong, is their problem.
4. The group of "Methods proclaiming humanism," which are based on offering non-tax values, from sharing the experience, while respecting the other's experience, especially in open living committed and consistent with the values ​​upheld.

  For Le Boulch "a sport is educational when it allows the development of motor and psychomotor skills in relation to the affective, cognitive and social personality." That is, it is not only an education for knowledge (technical, individual fundamentals, tactics ,...) as traditionally had been passed, but also and above all an education in skills configured in the global scope of the personality of the child a series of eigenvalues ​​of the work they do (not cyclical or your own company) and to help you train as a person over the beliefs, ideas and ideologies, without any doubt, can be seen embedded. These contribute to the formation and not solely to information. And still Seirul.lo that sport is educational reference containing values ​​of autonomy and freedom, among others.
  In short, "the sport (...) should be based on science to set up a kind of practice that commits entirely to the personality of the athlete. The education of sporting practices is not just learning the techniques, tactics, specific benefits, ... but also that the individual is set as a person. "