The art applied to the teaching of sports games: An analysis of the perception of future teachers of secondary education

This work analyzes the perceptions of 22 future secondary school teachers about 5 interdisciplinary didactic units between physical education and contemporary art are analyzed. The didactic methodology used is based on the subjectivation phases proposed by Lopez (2021) and Garcia and Chiva (2018): prerational, rational and transrational phase. The analysis methodology is mixed. On the one hand, a quantitative methodology is used by means of a questionnaire of 5-point Likert-type questions to analyze how each phase influences the development of technique, tactics, creativity, self-management, motivation, social relationships and the management of the uncertainty of the students. In addition, a qualitative methodology is used to analyze the open questions of the questionnaire, which have the purpose of seeing the positive and negative aspects of each phase and what the incorporation of art in the transrational phase implies for the students. The results obtained allow us to affirm that the prerational and rational phase favor a better understanding of technical and tactical principles compared to the transrational one. The transrational and rational phase are those that favor more social relationships, motivation and self-management. The transrational phase favors more the development of creativity in relation to the others. Regarding the incorporation of art in the session, the students affirm that it mainly helps them to be more creative, to incorporate new variants in the games, to use new materials, to manage uncertainty and to relate apparently unconnected contents. It is concluded that the transrational phase can be an alternative to sports teaching methodologies to help students develop more creative practices that favor their subjectivity.