Didactic reflections on the configuration of teaching and learning processes of content turn and jump in a physical education teacher training course

Abstract

The analysis and didactic reflection of lessons is one of the main tasks of a teacher (including the area of Physical Education). In this article, we present an analysis concept that is based on the understanding of lessons as "staging a social event". Teachers and students enact a lesson together. To evaluate the staging, we present the method of didactic review using two lesson examples on the topics of "Girar" and "Saltar". It becomes clear that the staging of the topic of "Girar" follows a movement-pedagogical concept, while the staging of the topic of "Saltar" theme only follows an approach whose concept guides the teaching of movement techniques This review method makes the social consequences for those involved in the lesson clear: While some are involved in shaping the meaning of the lesson (example Girar), others remain dependent on the teacher (example Saltar).