Kognitive Handlungsrepräsentationen als Strukturgrundlage zur Definition von kognitiver Aktivierung im Sportunterricht

Abstract

Cognitive activation is known from education research but has found only limited applicability in physical education research; therefore, this paper presents a proposal for a definition as well as a theoretical structure and process model of cognitive activation in physical education based on the currently dominant representational theory of memory and a subsequent theoretical action perspective. A central aim of this theoretical framework was to take an action theoretical perspective based on mental representation and model cognition of students in physical education classes. Accordingly, cognition and information processing in physical education are considered as constructive cognitive activities. Furthermore, mental representations of actions form the basis for movement and physical activity. This paper integrates intradisciplinary coordinates from sports psychology, exercise science and didactics and discusses interfaces between cognitive activation and cognitive activity of students in physical education. The present framework can be understood as a theoretical basis for physical education research.