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A pesar de las diversas publicaciones que explican teoricamente el enfoque Teaching Games for Understanding (TGfU), el docente carece de informacion sobre como implementarlo en la realidad del aula. Ademas, esta aplicacion es mucho mas compleja en actividades deportivas no tradicionales, como la vela, que tambien es susceptible de ser ensenada bajo el enfoque TGfU debido a la relevancia del componente tactico. El objetivo del presente trabajo fue presentar una propuesta practica sobre la implementacion del enfoque TGfU en vela. Para el diseno de las sesiones se tendra en cuenta la alineacion entre a) caracteristicas del contexto de aplicacion; b) contextualizacion de la ensenanza de cada contenido en un principio tactico; c) contenidos a ensenar diferenciando entre los tacticos y tecnicos; d) numero de participantes; e) espacio para la realizacion de cada tarea; y f) modificaciones introducidas para alcanzar el objetivo de cada sesion. Ademas, cada una de las sesiones se dividira en cinco fases: “forma de regata”, “ensenanza para la comprension”, “habilidades para el desarrollo tecnico”, “vuelta a la forma de regata” y “reflexion y conclusion”. La ultima fase antes de la aplicacion de las sesiones sera el entrenamiento practico del profesor. Con la aplicacion del enfoque, se espera que los discentes obtengan mejoras a nivel cognitivo, sean mas autonomos y esten mas motivados por la practica de la vela. Abstract: Despite several publications that theoretically explain Teaching Games for Understanding (TGfU), teachers do not have information about how to implement it in the class. Furthermore, its application is much more complex in non-traditional sports-games, as sailing, which could potentially be taught through TGfU due to the importance of the tactic component. The aim of the present work was to present a practical proposal upon the implementation of TGfU in sailing. In order to design the lessons, teachers should take into consideration the alignment of: a) context characteristics; b) teaching contextualization of each content under tactical principles; c) technical and tactical contents; d) number of sailors; e) practice area for each task; and f) modifications made to achieve the goal of each lesson. Beyond that, each lesson should be divided in five stages: “race form”, “teaching for understanding”, “drills for skill development”, “return to race form”, and “review and closure”. The last phase prior to the carrying out of the lessons should focus on teachers’ practical training in sailing. With the application of this approach, we hope that learners will improve at a cognitive level, in terms of autonomy and motivation.

retos digital/retos

Adaptación práctica del enfoque Teaching Games for Understanding para la enseñanza de la vela en iniciación (A practical proposal of Teaching Games for Understanding in sailing initiation)