Curriculum Method Grounded on Didactic Engineering to Expertise Physical Education Program Proposal

Abstract

The purpose of this article is to identify and understand the reasons of actors of the neosphere and those of the scientific literature for the implementation of the pole vault practice in physical education program. The case of a didactic transposition for teaching pole vaulting practice at school is presented and the relationships between teachers and learners of this discipline are identified. Epistemological analyses of the practice of pole vaulting as well as a transpositive study of its implementation were useful to curry on the practice framework of the discipline. This background allowed quantitative and qualitative analyses for professional learning of pole vaulting. These allowed identifying global and generic trends of adapted and integrated study sections. Reports of crossing and separation between the practice of pole vaulting and the learner’s skills were highlighted. Difficulties related to contextual factors were identified. The synthetic didactical training analysis led to propose practical teaching programs for pole vaulting at school.

Keywords: Curriculum, Physical Education and Sports, Pole Vaulting, Knowledge Taught, Learn to Teach.