ACTIVITIES 'SPORT STARTING AT RUGBY
GENERAL BACKGROUND
school programs that provide for physical education as a curricular activity, ask the teacher faced with the need to choose an activity that can be practiced by ALL his students (children, boys, girls ).
When you start an educational program with the boys need to ask the purposes for which you want to get to the end of our work. These goals are divided into two different systems of education:
1) TO EDUCATE THE MOVEMENT concerning the morphological-functional area with which you try to achieve the following objectives:
A - to promote the development of:
- capacity sensopercettive
- motor patterns
- postural patterns
B - capacity building:
- coordinative
- Conditional
C - learning:
- motor skills (general and specific)
2) EDUCATION THROUGH MOVEMENT concerning areas of cognitive-affective-relational and aims:
- affected region: promoting control of emotions (fear, aggressiveness);
- cognitive area: the ability to stimulate initiative and problem solving;
- AREA SOCIAL: to develop coherent social behaviors (team, discipline, respect rules)
METHODS AND TEACHING OF 'TEACHING OF RUGBY
Rugby can not be presented to the pupil in all its complexity. This depends
:
- the same activity (high number of players, with great diversity of roles, regulation very complex, several possible actions of the players, etc.);
- the complexity of the subject that you want to teach (d problems 'an affective, motor, psychological). Objective
instructor will, therefore, to simplify the game without changing its nature, a learning process that develops:
- from simple to complex;
- from general to specific;
- from the known to the unknown (ie the activity of the young staff to the basic needs of rugby).
The role of the instructor is not to instruct a player, but on the contrary, is to enable him to understand what it does. The student invents
beginning, then he understands.
He is able to explain a posteriori its behavior, its motor response.
There are no pupils in terms of engines "know nothing".
The boy has in him the actions is predetermined that develops when the demands made in the presence of a task.
TEACH THE GESTURE NEED NOT APPEAR , because in some circumstances revealed he knew certain gestures.
E 'Our task, therefore, BRING THE SITUATIONS IN WHICH THE CHILD WILL PLAY A' OWN ANSWER and not what one would like;
the kid is not able to understand since it must first get to compare what he knows with the demands of new situations presented.
If, however, the beginner can not find the right answers should be proposed other variants (simpler, less complex situation).
The goal is to be achieved must be always known, so as to motivate the same business, and to force the beginning to wonder why the success or failure.
In this early stage forms of learning that we prefer are: trial and error (and not for continuous repetition of these exercises, no errors), and also FOR UNDERSTANDING.
This brings us to a construction know-how ( LEARNING )
E 'is therefore clear that the instructor must be aware of the difficulties of the boys at this level and should help solve.
only when physical contact will not be a problem that the guy has the spirit free to judge and act in the most suitable.
will be possible only in now it work on understanding the game, because, emotionally comfortable, will be available to resolve situations in a valid manner (reaction-smart tactical decision of the game).
METHODOLOGY TECHNICAL LEARNING
Rugby should be taught in a lively manner, through the opposition and must be lived in its immediate reality is that of a contact sport and combat.
In terms of education will be essential for the instructor to give the most dynamic and rhythm to all the shares and to verbal suggestions in the movement are very important.
This period of research and discovery of rugby, described as period gene, is also characterized by some methodological indications:
- NO DIVERSITY OF ROLES - (at the beginning is important to train the tactical intelligence of a player, then this phase will be a good basis for specialization and further )
- PERMANENT OPPOSITION - (it's the only way to train the tactical decision, important in determining the performance rugby, can be varied in shape and intensity and, at times, eliminated the individual technique, but it will be, then, back to reality the opposition);
- GROUP STRUCTURE - (form balanced teams);
- training structure - organized in cycles of training / meeting where the issues raised in the game can be addressed in the following training and tested at the next meeting.
THE DISCOVERY OF RUGBY
On the methodological implementation of all these indications are in the progression of teaching STARTING TO RUGBY . The game is always the starting point and finishing point of this progression and a gradual introduction of rules can structure The game itself at different levels in relation to the same understanding and mastery of motor skills of the participants.
The introduction of the game: BASIC RULES
(Meta, step back, and held offside), achieves the goal of presenting a rugby simple, easily understandable to everyone, but with all the features of the game itself, as well as that of a gradual complexity , the basis of a continuous and effective learning.
also will be introduced later: ADDITIONAL RULES
(Shuffle, Touch, Kick-off and for reference, Cancelled, ...) about how to resume the game after it was stopped.
This activity, aimed at knowledge and understanding of the game both in terms of possible regulatory action and a prelude to the creation of intelligent players must be conducted in real games. From this reality
players and coach will identify urgent problems that, if they can not be resolved at the team (large group) will be handled at the level of (sub) and then at the individual level to achieve, then the reality of the Game
Thus is fulfilled the methodological approach "from general to particular," typical of the overall method.
METHODOLOGICAL INDICATIONS
recreational activity characterizes the knowledge of the game of rugby.
The rules are introduced during the game, with appropriate explanations and appropriate pauses (a few words clear and precise, demonstrations and comparisons with known activities such as football for example):
OPPOSITION CONTINUES AS THE GAME: The game is known under the concept of opposition that ties the two teams (playing the attack in relation to defense , and vice versa).
the game as UNINTERRUPTED MOVEMENT: The game will also be developed, according to a concept of continuous dynamic , thanks to the role of the educator who organizes continually raise when there are arrests of the movement.
At this stage it is important to the whole group INVOLVEMENT assigning the ball, the object of the game, as the recovery phase elements that participate voluntarily bringing back all of the little group to the area of \u200b\u200binterest.
During the game are constantly stimulated the Fundamental Principles of ' FORWARD and SUPPORT , priority for a proper understanding of rugby.
Thus was the first stage, defined as " GAME AMORPHOUS " the discovery of rugby, as well as an ongoing and structured differently for the gradual introduction of rules and limits to the action of the participants, must emerge VALENCIA EDUCATIONAL of our sport (loyalty, respect for others, etc.)..
From the perspective of motor must also be present exercises of EDUCATION PHYSICAL CONTACT WITH THE GROUND and , to familiarize beginners with these two forms are typical and recurrent in our business.
Then, according to the degree of learning, additional rules will be introduced and will be included activities for the acquisition of technical skills specific to the game of rugby.
