The Value of Team Sports in Initial Physical Education Teacher Training
Praxeological and Pedagogical Articulations for an Inclusive, Situated, and Transformative Didactics
Abstract
This article systematizes a formative experience developed at the University Teacher Training Program in Physical Education (PUEF) at the National University of Luján, focused on the situated teaching of team sports as an inclusive, cooperative, and community-based pedagogical practice. Through the articulation of motor praxeology and contemporary pedagogical approaches, the study analyzes didactic proposals implemented in school contexts in the San Fernando district, within the framework of the course “Team Sports and their Teaching IV”, which includes the study of Cestoball I and Basketball I. The corpus consists of lesson plans, reflective records, and institutional documents produced between 2021 and 2025, in coordination with university extension actions. The results show the appropriation of key concepts such as internal logic and motor conduct, the integration of inclusive approaches, and the strengthening of the teaching role as a transformative agent. The study concludes that the situated teaching of team sports constitutes a comprehensive formative device, aligned with current educational policies and capable of affecting initial teacher training.
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