Didactic Reflections on Performance Emphasis

Abstract

This article stems from an educational research project conducted within the Performance Sports Emphasis of the Physical Education Teacher Training program at the National Pedagogical University. It begins with an analysis from the teaching perspective to give voice to the educational experience itself, to understand the pedagogical experience, and to reflect on teaching practices in the field of performance sports. What matters is the knowledge derived from experience—that is, the learning, the pedagogical concerns that arise, what happens to us, and, above all, how we engage with the knowledge with which we teach.

Methodologically, a brief review of the concepts and relationships between general didactics and the specific didactics of sports disciplines is conducted. Subsequently, questions are posed regarding teacher knowledge and the standpoint from which didactic decisions are made concerning performance, referencing didactic theories of training and professional teaching knowledge. Finally, the article proposes some lines of reflection on how didactic training is being shaped as a contribution to performance sports processes from the perspective of the emphasis at our university.