3. INTERPRETATION OF EDUCATION IN SPORT

The pedagogical literature deals with the issue of education and interpreting the complex process of teaching and learning. In this chapter, we are the first to clarify the concept of education and then to review the process of teaching-learning and to interpret it in the training of sports movements.

3.1 DEFINITION OF EDUCATION, AND DEFINING ITS PROCESS

Education is a system of developmental effects that are realized for the development of the individual, in different arenas (family, school, training). Zrinszki says as follows: “Education is the activity that somebody (by default: adults) want to influence others (by default, growers) so that they develop optimally, strengthen in what their educators find desirable, and change permanently at all, what their teachers say is not desirable 10 .”

Education is a purposeful social activity whose main task is to consciously promote personality development. There are always social expectations, norms, standards, morals, values and needs of the given society. Education can also be seen as a value-transmitting process, as Bábosik says as follows: “The essence of education is value transfer or value creation 11 .”

Teaching - learning, is the combination of the purposeful work of the learner (athlete) and the purposeful procedures and activities of the teacher (coach). Thus, education is a mutual activity of both of them, where the teacher (coach) is purposefully planning, organizes the conscious and active work of the student (athlete), as a result of which the student’s personality is formed (Nagy S., 1984; Nagy S., 1986).

The teaching-learning process, as we can see, means the regular processing of literacy contents in the joint activity of teaching-learning. Literacy is the material, tactics, and theory of the sport in teaching sports. Physical cultural goods and values are processed in the educational process. Didactic statements about the educational process apply to both physical education and the training of sports movements. The educational process is interpreted as follows in both physical education and sport education. “Acquiring the values of modern physical culture and developing personality in the teaching / learning process of the learner’s co-operative activity.”

A reciprocal exchange of information. Thus, starting from this information theory approach, the educational process must also take into account what happens in the learner (Biróné, 2004).

The educational process - in physical education and the training of sports movements - means in a narrow sense the acquisition of a motion action. Movement action is a complex cognitive-motorized, purpose-conscious, purposeful activity. So learning to act is a narrow sense of the educational process. “Movement action is an important cultural value that uses the main spheres of personality - cognitive, affective, and motor sphere, that is, it requires the personality of every personality 12 .”

In the process of education, in order to achieve our goals, the attention of the students must be raised, the goals to be attained must be brought to their attention, they must be informed in advance, they must be informed about the new information, the processing of the educational material must be organized, as well as possible. Learn and evaluate student performance. These are the basic tasks of the educational process, which are realized in the joint activity of the teacher-student and constitute the macro- and microstructure of the educational process. As was previously seen in the structure of the educational process, we divided it into macro and microstructure, taking into account didactic tasks. They are the macrostructure of education, knowledge acquisition, application, systematization, recording, control and evaluation. The elements of the microstructure are the raising of attention; informing the learner about the teaching purpose; arousing interest; analysis and synthesis of facts, phenomena; application and feedback of the learned; measuring and evaluating performance. The structure of the educational process is a combination of macro and microstructure.

Before we learn anything about the educational process in teaching the movements, we need to clarify what the purpose of education is. The purpose of education is to shape the personality so that the individual becomes a useful member of society and for his or her own success (Szabó et al. 2003). The purpose of education is to develop a knowledge of performance in sport. In school education, the aim is to develop the ability to act (Bironé, 2004, Rétsági and Hamar, 2004). Both mean “a focused effort of personality at a given time” 13, while the goal of physical exercise is to achieve the full life of life, while achieving maximum athletic performance in sport.

3.2. STRUCTURE OF THE EDUCATIONAL PROCESS

The different phases of the structure of the educational process were defined and developed by researchers in different numbers. There are two-phase, three-phase and five-phase models. Most people discuss the educational process in three parts based on the cyber-psychological phase model:

  1. coarse coordination phase;

  2. the development of fine coordination;

  3. consolidate fine-tuning and adaptability to changing conditions.

The process of teaching and learning movement is also analyzed in Hungarian literature, divided into several structural units. Divided into three phases, Nádori (1991), Bátori (1991), and Biróné (1994) divided into two phases, Rétsági and Hamar (2004) and Rétsági (2004). The first perception of the neurophysiological model, the second didactic consideration, chooses the different number of resolutions, but in essence they do not differ from each other. Since didactics is the theory of education (which examines the content, organizational, and methodological issues of the teaching-learning process) it is therefore advisable to analyze and analyze this approach.

Didactics divides education into two main structural units for knowledge acquisition and application. This statement also applies to the learning of learning actions of motion, with the difference that the specialists have changed the knowledge acquisition stage on behalf of the peculiarities of motor education. As the acquisition of knowledge emphasizes the activity of the learner, in the case of motor education this is the joint activity of the learner. Thus, the phase of knowledge transfer and processing emphasizes the joint work of two of them (Rétság, 2004).

In this way, motor education can also be divided into two structural units:

  1. knowledge transfer and processing;

  2. the application phase.

The first of the two phases of motor education is the coarse coordination phase of knowledge transfer and processing, the second is the application phase, from the development and consolidation of fine coordination to the development of adaptability to changing conditions. In the first phase of education, pupils get to know new movements, get to know sports-specific concepts and language. After understanding the task, the idea of movement, the formation of the inner image, and then the first attempts, the primary practice follows. Learners have an approximate picture of ‘movement’. Because at this stage of exercise, external regulation prevails, errors are frequent, the task is inaccurate, inadequate misalignment, continuity, lack of stability, arrhythmia and unnecessary exertion of excessive exercise (Nádori, 1991, Bironé, 1994). If at this stage of the exercise, the beginner athlete does not receive sufficient amount and quality of his / her movement or is doing it alone for a long time, then wrong movements, movement, incorrect technique may develop.

The second phase of the motor teaching-learning process is the application phase, from the development of fine coordination, its consolidation to the application of changing conditions. While in the first phase of motor education, motion actions develop at the level of coordination, in the second phase, the practice of fine coordination is followed by the formation and consolidation of fine coordination, followed by the practice of recording under changing conditions. Practice and regular repetition play an essential and prominent role in this phase. That is why it is irrelevant what kind of training, occupations, frequency of follow-up (once a week or several times) what organizational (employment) forms and what methods the teacher or trainer chooses. In this phase, the refinement of the movement, the correction of the movement defects, results in the consolidation of the already established motion programs in changing circumstances, with the coach changing the usual, constant conditions (eg, practicing with passive and then active defender). While in the first phase of the application phase, the learner is under constant conditions, as usual, in the recording phase, these usual constant conditions change (the protector appears), so the athlete gradually changes under changing circumstances. With the increasing role of internal control in motion learning, movement problems are constantly decreasing and movement correction is improved. But for the automated execution of the movement, the way goes through many exercises.

CONCLUSION

Education is a purposeful social activity whose main task is to consciously promote the development of personality. The educational tool is education, which means the unity of teaching and learning.

The unity of the teaching - learning process is called the process of education. The structure of the educational process is divided into macro and microstructures, taking into account didactic tasks. The elements of the macrostructure are the acquisition of knowledge, application, systematization, recording, control and evaluation, and the microstructure is the raising of attention; informing the learner about the teaching purpose; arousing interest; analysis and synthesis of facts, phenomena; application and feedback of the learned; measuring and evaluating performance.

The educational process - in physical education and the training of sports movements - means in a narrow sense the acquisition of a motion action. The educational process - in physical education and the training of sports movements - means in a narrow sense the acquisition of a motion action. The process of motor education is interpreted from a didactic approach into two phases. The first is the coarse co-ordination phase of knowledge transfer and processing, and the second is the application phase, from the development and consolidation of fine co-ordination to the development of adaptability to changing conditions.

CHECKING ISSUES 1. What is education? 2. What are the macro- and microstructural elements of the education process? 3. What is the purpose of education in sport and what is the purpose of physical education in school? 4. What are the main phases of the process of learning and learning? 5. What happens during the knowledge transfer and processing phase, what is it? 6. What are the characteristics of the application phase?  


  1. Zrinszky L, (2002): Neveléselmélet. Budapest, Műszaki Könyvkiadó, 14.o↩︎

  2. Bábosik I. (1999): A nevelés elmélete és gyakorlata. Nemzeti Tankönyvkiadó Rt, Budapest, 9.o↩︎

  3. Bátori B. A testnevelés elmélete és módszertana. Budapest, 1991: 51.↩︎

  4. Rétsági E. Hamar P. A testnevelés és sport oktatáselméleti alapjai. In: Bironé N.E (szerk.), Sportpedagógia, Kézikönyv a testnevelés és sportpedagógiai kérdéseinek tanulmányozásához. Dialóg Campus Kiadó, Budapest – Pécs, 2004: 173.↩︎