Abstract

In this article we show the problems that exist in sport teaching in relation to the motor learning of specific abilities that we can or cannot produce in PE classes, as well as the vision or educative philosophy we possess in this respect when we deal with this delicate subject in schools. In the first part we study in depth the PE curriculum in secondary education (the one in which sport appears as a specific block of contents) to see how the administration treats the teachers control and the didactic aspects towards the teaching of sport. In this analysis of the contents of the first level of concretion, we extract orientative conclusions on how to act in the class. Later we deal with teaching technique as a base for the construction of an adequate intervention in sport learning. We make a chronological overhaul of what, for us, has been the evolution of this didactic element in the intervention and we propose a specific model in accordance with our educational philosophy and modern tendencies. Finally, we extract the conclusions of the themes we have treated and place the reader in the second article where we specifically deal with the contributions of the different styles of teaching for the sporting apprenticeship of school age.