![]() Finally, not only did the Western Greeks play a critical role in the transmission of Greek architecture to the other populations of pre-Roman Italy, but also they had a significant effect on the development of Roman, particularly Republican, architecture. This process led to major construction and significant experimentation and innovation, first, in association with sacred architecture, in the 6th and 5th centuries BCE and later in the field of military architecture, when in the 4th and 3rd centuries BCE and before the advent of Rome in the latter century, the Greeks came under particular pressure from Carthage in Sicily and indigenous populations in southern Italy. Moreover, within a few generations after their foundation, the successful settlements developed a particular interest in monumental building, which was critical, from the Archaic all the way down to the Hellenistic period, in asserting not only the wealth and power of these communities living away from home, but also in constructing and reinforcing their cultural identity. New territories and foundations became available for the development of land division, urbanism, and construction. This expansion toward the West marks an important moment in the history of Greek architecture. However, both definitions are misleading given their strong “statist” associations, which are not appropriate for the settlement processes of the Archaic period, processes that were due more to the initiative of single individuals or groups than to city-states, and ultimately led to the foundation of new city-states independent from their mother cities. The terms traditionally used to describe this process and its results, “colony” and “colonization,” are still convenient labels. Table 1.Between the second half of the 8th and the beginning of the 6th century BCE, the Greeks expanded toward the West by settling at numerous sites in Sicily, southern Italy (the area of Greek colonization in this region being defined as Magna Graecia), and the south of France and Spain. ![]() The four dynamics interact in a permanent flow of complex entanglements. (2013), there are four dynamics regarding the specificity of PETE, as well as physical education teaching and learning processes: dynamics of the culture – cultural elements –, dynamics of the movement – intentionality and relationship to one’s own movements –, dynamics of the body – (inter)personal aspects or “transdiscipline approach” –, and the dynamics of the environment – environmental demands. The nature, content, and approach represented in each PETE program are a product of the way they are deeply interconnected within their socio-political contexts and – for Sanches-Neto, Venâncio and Ovens (2021) – there is a parallel process happening for the students in these programs. – and the complexity of motor behaviour, establishing ruptures that can influence teaching in the sense of fragmenting it. One of the main problems is the fragmentation of scientific knowledge that subsidise the PETE, by dissociating the elements of culture - such as games, sports, dance, gymnastics, fighting, capoeira, life daily activities, circus, etc. The specificities of the contexts of professional intervention – such as the context of physical education classes in each school – point to recurrent problems for researchers from different areas such as games, physical education and the process of motor development throughout childhood. From the thematic analysis, the themes relevant to TGfU were identified in the codes of cultural elements, themes of motor behaviour in (inter)personal aspects, and themes of motor skills in the dynamics of movement. The research that underlies this chapter is qualitatively oriented. The specificities of PETE point to recurrent problems for researchers from different areas, such as games and the process of motor development throughout childhood. ![]() The objective is to present evidence of complexity in teaching games for understanding (TGfU) notions of motor behaviour in the context of PETE. The research context is the institutional program of pedagogical residency for physical education teacher education (PETE) at one Brazilian university. AbstractThis chapter's general perspective is to explore complex thinking in teaching elements of cultural dynamics (with an emphasis on the play), aspects of body dynamics (with an emphasis on motor behaviour), and movement dynamics (with an emphasis on fundamental motor skills).
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