{"id":2744,"date":"2022-05-27T07:41:46","date_gmt":"2022-05-27T05:41:46","guid":{"rendered":"http:\/\/re-move.dk\/?p=2744"},"modified":"2024-11-28T09:47:09","modified_gmt":"2024-11-28T08:47:09","slug":"dannelse-og-idraetsdidaktiske-modeller","status":"publish","type":"post","link":"https:\/\/re-move.dk\/?p=2744","title":{"rendered":"Dannelse og idr\u00e6tsdidaktiske modeller"},"content":{"rendered":"

Dannelse og idr\u00e6tsdidaktiske modeller<\/span><\/h3><\/h1><\/div>
<\/a><\/span><\/div>

De seneste 20 \u00e5r har der is\u00e6r i den engelsksprogede del af verden v\u00e6ret en stigende interesse for at basere idr\u00e6tsundervisningen p\u00e5 idr\u00e6tsdidaktiske modeller med henblik p\u00e5 at kvalificere en mere alsidig idr\u00e6tsundervisning b\u00e5de i forhold til m\u00e5l, indhold og undervisningsmetoder (Kirk 2013, Metzler 2017).<\/span><\/p>\n

Idr\u00e6tsdidaktiske modeller kan beskrives som en art undervisningsdesign, der l\u00e6gger s\u00e6rlig v\u00e6gt p\u00e5, at der er en sammenh\u00e6ng mellem m\u00e5let for undervisningen, indholdet og undervisningsmetoden (Kirk 2013). S\u00e5ledes vil idr\u00e6tsundervisning baseret p\u00e5 en idr\u00e6tsdidaktisk model bestemme en retning for, hvordan der kan undervises for at opn\u00e5 m\u00e5lene for modellen (Standal 2018).<\/span><\/p>\n

Et eksempel p\u00e5 en idr\u00e6tsdidaktisk model er Teaching Games for Understanding (TGfU), der tager afs\u00e6t i, at eleverne l\u00e6rer og erfarer en specifik idr\u00e6tskultur ved at spille spillet (Bunker & Thorpe, 1982). Modellen s\u00e6tter s\u00e5ledes fokus p\u00e5 elevernes taktiske forst\u00e5else fremfor deres tekniske f\u00e6rdigheder, og undervisning baseret p\u00e5 modellen anvender derfor modificerede spil, der er tilpasset elevernes udviklingsniveau (Casey & Kirk, 2021). En idr\u00e6tsdidaktisk model beskriver p\u00e5 denne m\u00e5de en retning for, hvordan undervisningen skal foreg\u00e5, men efterlader p\u00e5 samme tid idr\u00e6tsl\u00e6reren med en frihed til at tilpasse modellens principper til egen undervisning.<\/span><\/p>\n

Undervisning efter en idr\u00e6tsdidaktisk model kan derved v\u00e6re med til sikre en sammenh\u00e6ng mellem undervisningens m\u00e5l, form og indhold, men det er anvendelsen af flere forskellige modeller (en modelbaseret praksis), der kan v\u00e6re med til at kvalificere en mere alsidig idr\u00e6tsundervisning (Kirk 2013). I artiklerne \u201dDannelse og idr\u00e6tsdidaktiske modeller\u201d og \u201dVersatility and pedagogical models in Physical Education\u201d unders\u00f8ger vi, hvordan man kan forst\u00e5 alsidighed i idr\u00e6tsundervisningen som et dannelsesideal, og hvordan det kan v\u00e6re med til at kvalificere valget af idr\u00e6tsdidaktiske modeller.<\/span><\/p>\n

I artiklerne tr\u00e6kker vi p\u00e5 uddannelsesforsker Gert Biesta (2020), der argumenterer for, at al undervisning b\u00f8r begynde med en afklaring af undervisningens \u201dhvorfor\u201d. Biesta bygger sit forfatterskab p\u00e5 et dannelsesteoretisk grundlag og argumenterer for, at form\u00e5let med uddannelse kan beskrives gennem tre dom\u00e6ner: kvalifikation, socialisation og subjektifikation (2020). I artiklerne anvender vi Biestas perspektiv til at analysere en r\u00e6kke idr\u00e6tsdidaktiske modeller for, hvilke dele af form\u00e5let de s\u00e6rligt underst\u00f8tter, og vi argumenterer for, at en alsidig modelbaseret praksis m\u00e5 indeholde idr\u00e6tsdidaktiske modeller, der kan underst\u00f8tte alle tre dom\u00e6ner af form\u00e5let med uddannelse. I tabellen nedenfor kan du l\u00e6se hvilke idr\u00e6tsdidaktiske modeller, der s\u00e6rligt underst\u00f8tter de forskellige dom\u00e6ner af form\u00e5let med undervisning.<\/span><\/p>\n

S\u00e5ledes peger vi p\u00e5, at man b\u00f8r reflektere over hvilke modeller, der kan relatere sig til de tre dele af uddannelsesform\u00e5let, n\u00e5r man planl\u00e6gger en modelbaseret praksis.<\/span><\/p>\n

L\u00e6s artiklerne ved at trykke p\u00e5 linket, Dannelse og idr\u00e6tsdidaktiske modeller<\/span><\/a> & Versatility and Pedagogical models in Physical Education<\/a><\/span>.<\/span><\/p>\n<\/div>\n

\n\n\n\n\n\n\n\n
Undervisningens form\u00e5l<\/span><\/th>\nIdr\u00e6tsdidaktisk model<\/span><\/th>\n<\/tr>\n<\/thead>\n
Kvalifikation<\/span><\/td>\nThe Direct Instruction Model, <\/span>Teaching Games for Understanding<\/span><\/td>\n<\/tr>\n
Socialisation<\/span><\/td>\nThe Sport Education Model, <\/span>Cooperative Learning<\/span><\/td>\n<\/tr>\n
Subjektifikation<\/span><\/td>\n\u00d8velse, <\/span>Movement literacy<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n
<\/div>
<\/div><\/div>
<\/div>

Litteratur:<\/span><\/strong><\/p>\n

Biesta, G. (2020). Risking Ourselves in Education: Qualification, Socialization, and Subjectification Revisited. Educational Theory<\/em>, 70<\/em>(1), 89\u2013104.<\/span><\/p>\n

Bunker, D., & Thorpe, R. (1982). A model for the teaching of games in the secondary school. Bulletin of Physical Education<\/em>, 10<\/em>, 9\u201316.<\/span><\/p>\n

Casey, A., & Kirk, D. (2021). Models-based Practice in Physical Education<\/em>. Routledge.<\/span><\/p>\n

Kirk, D. (2013). Educational Value and Models-Based Practice in Physical Education. Educational Philosophy and Theory<\/em>, 45<\/em>(9), 973\u2013986.<\/span><\/p>\n

Metzler, M. W. (2017). Instructional Models in Physical Education<\/em>. Routledge.<\/span><\/p>\n

Standal, \u00d8. F. (2018). Kropslig dannelse – \u201cBev\u00e6gelsesliteracy\u201d som p\u00e6dagogisk model. In J.-O. Jensen, H. T. J\u00f8rgensen, & E. S. Volsh\u00f8j (Eds.), Motion og bev\u00e6gelse i skolen<\/em> (1st ed., pp. 55\u201369). K\u00f8benhavn: Hans Reitzels Forlag.<\/span><\/p>\n<\/div>

<\/div><\/div><\/div><\/div><\/div>\n","protected":false},"excerpt":{"rendered":"

Idr\u00e6tsdidaktiske modeller har s\u00e6rligt internationalt f\u00e5et en stigende opm\u00e6rksomhed. I to nye artikler diskuteres det, hvordan et uddannelsesteoretisk perspektiv kan kvalificere valget af idr\u00e6tsdidaktiske modeller i idr\u00e6tsundervisningen med henblik p\u00e5 dannelse. Illustration: Thomas Vium<\/p>\n","protected":false},"author":1,"featured_media":2747,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_bbp_topic_count":0,"_bbp_reply_count":0,"_bbp_total_topic_count":0,"_bbp_total_reply_count":0,"_bbp_voice_count":0,"_bbp_anonymous_reply_count":0,"_bbp_topic_count_hidden":0,"_bbp_reply_count_hidden":0,"_bbp_forum_subforum_count":0,"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"categories":[2,300,472,3],"tags":[57,344,122,342,274],"class_list":["post-2744","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-artikler","category-idraetsundervisning","category-idraetsundervisning-og-artikel","category-seneste-indlaeg","tag-dannelse","tag-gert-biesta","tag-idraet","tag-idraetsdidaktiske-modeller","tag-idraetsundervisning"],"rttpg_featured_image_url":{"full":["https:\/\/re-move.dk\/wp-content\/uploads\/2022\/05\/Flertydighed-p1e057ubse1l541ral1nterdm1ubh-scaled.jpg",1725,2560,false],"landscape":["https:\/\/re-move.dk\/wp-content\/uploads\/2022\/05\/Flertydighed-p1e057ubse1l541ral1nterdm1ubh-scaled.jpg",1725,2560,false],"portraits":["https:\/\/re-move.dk\/wp-content\/uploads\/2022\/05\/Flertydighed-p1e057ubse1l541ral1nterdm1ubh-scaled.jpg",1725,2560,false],"thumbnail":["https:\/\/re-move.dk\/wp-content\/uploads\/2022\/05\/Flertydighed-p1e057ubse1l541ral1nterdm1ubh-150x150.jpg",150,150,true],"medium":["https:\/\/re-move.dk\/wp-content\/uploads\/2022\/05\/Flertydighed-p1e057ubse1l541ral1nterdm1ubh-202x300.jpg",202,300,true],"large":["https:\/\/re-move.dk\/wp-content\/uploads\/2022\/05\/Flertydighed-p1e057ubse1l541ral1nterdm1ubh-690x1024.jpg",690,1024,true],"1536x1536":["https:\/\/re-move.dk\/wp-content\/uploads\/2022\/05\/Flertydighed-p1e057ubse1l541ral1nterdm1ubh-1035x1536.jpg",1035,1536,true],"2048x2048":["https:\/\/re-move.dk\/wp-content\/uploads\/2022\/05\/Flertydighed-p1e057ubse1l541ral1nterdm1ubh-1380x2048.jpg",1380,2048,true],"trp-custom-language-flag":["https:\/\/re-move.dk\/wp-content\/uploads\/2022\/05\/Flertydighed-p1e057ubse1l541ral1nterdm1ubh-8x12.jpg",8,12,true],"authorship-box-avatar":["https:\/\/re-move.dk\/wp-content\/uploads\/2022\/05\/Flertydighed-p1e057ubse1l541ral1nterdm1ubh-150x150.jpg",150,150,true],"authorship-box-related":["https:\/\/re-move.dk\/wp-content\/uploads\/2022\/05\/Flertydighed-p1e057ubse1l541ral1nterdm1ubh-70x70.jpg",70,70,true],"blog-large":["https:\/\/re-move.dk\/wp-content\/uploads\/2022\/05\/Flertydighed-p1e057ubse1l541ral1nterdm1ubh-669x272.jpg",669,272,true],"blog-medium":["https:\/\/re-move.dk\/wp-content\/uploads\/2022\/05\/Flertydighed-p1e057ubse1l541ral1nterdm1ubh-320x202.jpg",320,202,true],"recent-posts":["https:\/\/re-move.dk\/wp-content\/uploads\/2022\/05\/Flertydighed-p1e057ubse1l541ral1nterdm1ubh-700x441.jpg",700,441,true],"recent-works-thumbnail":["https:\/\/re-move.dk\/wp-content\/uploads\/2022\/05\/Flertydighed-p1e057ubse1l541ral1nterdm1ubh-66x66.jpg",66,66,true],"fusion-200":["https:\/\/re-move.dk\/wp-content\/uploads\/2022\/05\/Flertydighed-p1e057ubse1l541ral1nterdm1ubh-200x297.jpg",200,297,true],"fusion-400":["https:\/\/re-move.dk\/wp-content\/uploads\/2022\/05\/Flertydighed-p1e057ubse1l541ral1nterdm1ubh-400x594.jpg",400,594,true],"fusion-600":["https:\/\/re-move.dk\/wp-content\/uploads\/2022\/05\/Flertydighed-p1e057ubse1l541ral1nterdm1ubh-600x890.jpg",600,890,true],"fusion-800":["https:\/\/re-move.dk\/wp-content\/uploads\/2022\/05\/Flertydighed-p1e057ubse1l541ral1nterdm1ubh-800x1187.jpg",800,1187,true],"fusion-1200":["https:\/\/re-move.dk\/wp-content\/uploads\/2022\/05\/Flertydighed-p1e057ubse1l541ral1nterdm1ubh-1200x1781.jpg",1200,1781,true],"portfolio-full":["https:\/\/re-move.dk\/wp-content\/uploads\/2022\/05\/Flertydighed-p1e057ubse1l541ral1nterdm1ubh-940x400.jpg",940,400,true],"portfolio-one":["https:\/\/re-move.dk\/wp-content\/uploads\/2022\/05\/Flertydighed-p1e057ubse1l541ral1nterdm1ubh-540x272.jpg",540,272,true],"portfolio-two":["https:\/\/re-move.dk\/wp-content\/uploads\/2022\/05\/Flertydighed-p1e057ubse1l541ral1nterdm1ubh-460x295.jpg",460,295,true],"portfolio-three":["https:\/\/re-move.dk\/wp-content\/uploads\/2022\/05\/Flertydighed-p1e057ubse1l541ral1nterdm1ubh-300x214.jpg",300,214,true],"portfolio-five":["https:\/\/re-move.dk\/wp-content\/uploads\/2022\/05\/Flertydighed-p1e057ubse1l541ral1nterdm1ubh-177x142.jpg",177,142,true]},"rttpg_author":{"display_name":"Esben Stilund Volsh\u00f8j and Jens-Ole Jensen","author_link":"https:\/\/re-move.dk\/?author=1&mab_v3=2744"},"rttpg_comment":0,"rttpg_category":"Artikler<\/a> Idr\u00e6tsundervisning<\/a> Idr\u00e6tsundervisning og artikel<\/a> Seneste indl\u00e6g<\/a>","rttpg_excerpt":"Idr\u00e6tsdidaktiske modeller har s\u00e6rligt internationalt f\u00e5et en stigende opm\u00e6rksomhed. 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