Self-Constructed Material in Physical Education: Strengths and Virtues

Abstract

The incorporation of pedagogical models in the classroom is an increasingly widespread reality. The present work seeks to expose and justify the great potential of the model of self-construction of materials in the field of Physical Education. The self-construction of materials, as an emerging pedagogical model, arose to solve three questions. On the one hand, to overcome the limitations derived from low budgets, on the other hand, to make it possible to adapt the tools to the needs of the classroom and, finally, to create environmental awareness. This model seeks to promote the motivation and creativity of the students, giving a second life to waste materials, thereby achieving a wide range of exercises and activities with which to continue increasing the motor skills of the students through an active teaching process. social and creative. Its use is justified at the curricular level, and allows hybridization with other pedagogical models, in addition to facilitating interdisciplinary work with other subjects. For all this, the self-construction of materials is presented as an optimal model to address diversity in the classroom through innovative and motivating activities, escaping from the monotony established by the limitation of existing material in the subject of Physical Education. With this model, the teacher, from the knowledge and control of his class group, can get the most out of the teaching-learning process, getting the most out of each student.