Deporte y aprendizaje

This book contains the two questions that make it a must-read for teachers and coaches: "Why don't professionals in Physical Education and Sports use advances in motor learning to improve their interventions?", And "Why not Those who one day received courses or training subjects on this issue, put them aside to maintain a way of intervening based on intuition and tradition?". Drawing on new theories, studies and empirical data, the book offers a useful applied knowledge tool for professionals with the intention of improving the practice of physical education and sport in students and athletes. There is an enormous effort in these pages to update the reader on the advances in the processes of perception, attention, memory, strategic thinking, control, etc., derived from cognitive psychology, and relevant for the acquisition of physical abilities. But there are already, also, the perspectives of a mind embodied in a body, not a simple metaphor of the computer and information processing. A body that, in turn, is situated in specific contexts and in a society in which technologies provide difficult-to-imagine possibilities for external feedback on developed motor skills. This activity requires a slow, attentive and comprehensive reading, because it is not so much the quantity of reading as its quality that we want to train in young readers. Most of the time that children experience a slowdown in reading speed it is due to their decoding difficulties. Therefore, it is much more important to accustom them to perform a precise decoding with which they stimulate their phonological access to the lexicon than to encourage them to dispense with a word fabulating or inventing by context, because this will alter the meaning of what they read, and therefore subsequent understanding. The exercises are aimed at boys and girls from 3rd to 6th grade of primary school, although we subject this judgment to the discretion of teachers and re-educators.