{"version":"1.0","provider_name":"Educational Evidence","provider_url":"https:\/\/educationalevidence.com\/en\/","author_name":"educational EVIDENCE","author_url":"https:\/\/educationalevidence.com\/en\/author\/educational-evidence\/","title":"Epistemology of Physical Education: From Ideology to Knowledge - Educational Evidence","type":"rich","width":600,"height":338,"html":"<blockquote class=\"wp-embedded-content\" data-secret=\"Vkj6HYIrlw\"><a href=\"https:\/\/educationalevidence.com\/en\/epistemology-of-physical-education-from-ideology-to-knowledge\/\">Epistemology of Physical Education: From Ideology to Knowledge<\/a><\/blockquote><iframe sandbox=\"allow-scripts\" security=\"restricted\" src=\"https:\/\/educationalevidence.com\/en\/epistemology-of-physical-education-from-ideology-to-knowledge\/embed\/#?secret=Vkj6HYIrlw\" width=\"600\" height=\"338\" title=\"&#8220;Epistemology of Physical Education: From Ideology to Knowledge&#8221; &#8212; Educational Evidence\" data-secret=\"Vkj6HYIrlw\" frameborder=\"0\" marginwidth=\"0\" marginheight=\"0\" scrolling=\"no\" class=\"wp-embedded-content\"><\/iframe><script type=\"text\/javascript\">\n\/* <![CDATA[ *\/\n\/*! This file is auto-generated *\/\n!function(d,l){\"use strict\";l.querySelector&&d.addEventListener&&\"undefined\"!=typeof URL&&(d.wp=d.wp||{},d.wp.receiveEmbedMessage||(d.wp.receiveEmbedMessage=function(e){var t=e.data;if((t||t.secret||t.message||t.value)&&!\/[^a-zA-Z0-9]\/.test(t.secret)){for(var s,r,n,a=l.querySelectorAll('iframe[data-secret=\"'+t.secret+'\"]'),o=l.querySelectorAll('blockquote[data-secret=\"'+t.secret+'\"]'),c=new RegExp(\"^https?:$\",\"i\"),i=0;i<o.length;i++)o[i].style.display=\"none\";for(i=0;i<a.length;i++)s=a[i],e.source===s.contentWindow&&(s.removeAttribute(\"style\"),\"height\"===t.message?(1e3<(r=parseInt(t.value,10))?r=1e3:~~r<200&&(r=200),s.height=r):\"link\"===t.message&&(r=new URL(s.getAttribute(\"src\")),n=new URL(t.value),c.test(n.protocol))&&n.host===r.host&&l.activeElement===s&&(d.top.location.href=t.value))}},d.addEventListener(\"message\",d.wp.receiveEmbedMessage,!1),l.addEventListener(\"DOMContentLoaded\",function(){for(var e,t,s=l.querySelectorAll(\"iframe.wp-embedded-content\"),r=0;r<s.length;r++)(t=(e=s[r]).getAttribute(\"data-secret\"))||(t=Math.random().toString(36).substring(2,12),e.src+=\"#?secret=\"+t,e.setAttribute(\"data-secret\",t)),e.contentWindow.postMessage({message:\"ready\",secret:t},\"*\")},!1)))}(window,document);\n\/\/# sourceURL=https:\/\/educationalevidence.com\/wp-includes\/js\/wp-embed.min.js\n\/* ]]> *\/\n<\/script>\n","thumbnail_url":"https:\/\/educationalevidence.com\/wp-content\/uploads\/2024\/05\/educacion-fisica-1.jpg","thumbnail_width":900,"thumbnail_height":516,"description":"In recent weeks, competition examinations for entry and promotion within the various teaching bodies have been taking place in Catalonia. Twenty-five years ago, I found myself in the same situation and will always remember the topic I chose to defend before the examination board, along with its corresponding didactic application. It was the first topic on the syllabus, and its title was not particularly appealing at first glance: \"Epistemology of Physical Education: Evolution and Development of Different Conceptions and Their Object of Study."}