Eloisa Lorente and Alfredo Joven, National Institut of Physical Education of Catalonia
University of Lleida, Spain
Abstract
The article intends to show the impact of a pedagogical proposal in Physical Education (PE). The
proposal was focussed on autonomy, personal and social responsibility, and decision-making in
order to prepare the individual to be able to keep an active lifestyle, in terms of exercising, after
finishing compulsory education. This proposal could be considered as an interactive teaching
model (Blanchard, 2009) in which the students play an active and reflexive role in all the
decisions taken during the teaching-learning process. Also, it shares aspects with the Sport
Education model by Daryl Siedentop and the Social and Personal Responsibility model by Don
Hellison. The research is a longitudinal study that used an ethnographic methodology to study
the teaching-learning process of a mixed group of 25 students led by a PE teacher at a school in
Cataluña, Spain. The aim was to learn about students opinion on their learning in PE lessons,
their current exercise habits and their own autonomy and initiative to keep on exercising. The
results show that the specific learning environment, the personality of the teacher, the teacherstudent
relationship, the strategies and the contents had had a significant impact on students. This
impact exceeded any expectations related to concepts of physically active lifestyles and it
included aspects of social awareness, responsibility, respect, empathy and recognition of the
importance of PE in their lives.
Keywords: autonomy, responsibility, independent learning, physical education, self-management
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