Educational psychology focuses on studying human behavior in an educational situation, understood as one in which one or more people are trying to explain something to one or more other people. It is one of the branches of psychology with more tradition, more research and wider applicability.

There is a purpose where the teacher or agility monitor plays a key role in any educational situation. According to the above definition of educational psychology agility monitor tries to explain something to one or more persons, guides, which, in turn, will try to explain / understand something their dogs. Agility classes involve a transmission of knowledge that is framed in a process of teaching and learning.

It is also important to differentiate from the informal-formal education. Formal education is systematized (planning, schedules, programs). Instead the informal education lacks this systematization (daily education of our dogs or lecture on the radio).

The importance of learning is evident and it seems appropriate to think that agility monitors meet the most appropriate strategies so students, guides and dogs, to acquire and consolidate their learning to be able to use them in the long run.

The choice of a canine Center monitors who work in training and education in positive lines, with good training specializes in dog training, experience, having up-to-date in its formation, among other factors is important to optimize the processes of learning and the development of patterns of behavior related to health and well-being, with guides and dogs.

Psychology of physical activity and sport are part of two major paradigms that have dominated the history of the psychology of learning: Behaviorism and cognitivism. The behavioral approach is indispensable to be able to explain how learning occurs and how behaviors are developed in the field of physical activity and sport. A monitor of agility should know the theory of Classical conditioning, how to operate the processes of acquisition, generalization and extinction. It must also be dexterous in the proposals of Operant conditioning, knowing the use and abuse of the reinforcements and punishments, one of the issues of greatest concern among guides, monitors and canine education professionals. Dogs, in their own way!, also care about the use and abuse of reinforcements and punishments, although they should be more worried about the first than the second. The good use of reinforcement gives us better control of variables such as motivation, atencion-concentracion, anxiety, etc. guides and the online dog trainer review.

From the cognitive approach we can highlight the importance of the concept of the individual as an active subject in the construction of knowledge and where the subject itself is responsible for their own learning. From a cognitivist perspective agility monitor is a mediator and the Guide and dog are the protagonists of their learning, having greater autonomy and self-regulation. Among other elements of the cognitivism I emphasize meaningful learning by its direct application in a context of learning. Meaningful learning refers to the possibility of establishing substantive and not arbitrary links between what you need to learn and what you know attributing you meaning to the material object of learning (Coll and Solé, 1989). Regarding this agility monitor can explain the practical reason of an exercise which will also help guides to do is more to buy it. Other interesting elements of the cognitivist approach, important for its implementation, are learning by Discovery and self-regulated learning.

Nor can we forget the role of the emotions during the learning process, where the emotional state is a fundamental criterion to take into account in the acquisition and development of behavior. An example can clearly see it in dogs that they bark when they’re playing agility. This bark is usually an indication that the dog does not manage their emotional state in the most appropriate manner. A monitor of agility that cares about these and other factors will act accordingly. It will try to explain the importance of the emotional control of your dog guide and may even suggest a temporary break in training or advise other kinds of activities (work of smell, swimming, etc.)

It is also important to point out the existence of other elements and variables, basic psychological processes involved in any physical activity: attention, perception, memory, motivation, etc. that are closely linked to the processes of learning in the practice of agility. However the development of these concepts and their relationship with the agility are not direct object of this text.

As explained Fontana (1995) it is necessary to take into account variables external to the teacher (for example, age, ability of students) to evaluate a good teacher, since what may be suitable for a student may not be to another under the same conditions. These are some of the most appropriate features that must be a teacher (Woolfolk, 1996): good sense of humor, create interesting classes, know matter, offer clear explanations, spend time helping students, be fair, maintain a good relationship cordial with the students, be considered with the feelings of students and not to show favoritism.

Few teachers complain about their lack of knowledge, but many do… by their lack of authority, stress, lack of motivation or other psychological variables that can be trained. The best way that not show these and other issues and the implementation of preventive measures. Establish an appropriate relationship and clear performance standards will encourage students to help maintain a cordial climate.

Another important issue, and whose interest for psychology has been on the rise, is the moral development in the field of sport. There is empirical evidence that physical and sports activities can contribute to the moral and social development of its practitioners provided the objectives which they pursue and the Organization of the activity have a proper orientation (Dosil and Deano, 2003). Following this idea one of the objectives of a professor is to contribute to the moral development of their students by promoting positive values. For example, achieving students to take the right decisions in various situations, during the practice of agility, regardless of other factors such as results or the pressure of the public.

Finally I’d like to underline the importance that has to learn about the various reasons that students have in the practice of the agility and any other canine sports discipline: have fun, improve skills and learn new ones, show sports ability, be with friends and make new friendships, excitement and challenges of the sport, compete, win and be in shape (based on Cruz, 1997). He is observed, therefore, the existence of intrinsic and extrinsic reasons and reasons also social reasons, the three categories of reasons that often explain the initiation of a sport. Following this argument, one of the main objectives of the Center and Professor/monitor will be to assist the individual needs of their students combining with the balance “sport for all”, sport initiation and competitive sport.

Agility and the psychology of education

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