ABSTRACT
Introduction: Does philosopher's stone exist in physical education? It could be said that teaching games for understanding approach (TGfU) keeps turning everything it touches into gold: its presence in the educational centers, its volume of publications, the way of teaching games and sports, its connections with other approaches, its game categories, learning transferable principles of play. But no, all that glitters is not gold. There are TGfU issues that should be improved. For example, these categories are disconnected from each other because TGfU lacks classification criteria. The "goal of game" is a concept that has been studied, but it has not been applied to physical education. The aim of the article is to show how to deepen the understanding sports and traditional games from the "goal of game", and to propose its applicability to physical education. Methods: The traits of "goal of game" will be identified by investigating two close concepts, "prelusory goal" (formalist philosophy of sport) and "motor-goal" (motor praxeology). Results: The traits of "goal of game" concept: main-motor-problem, described in the game rules and that the players will try to solve during the game dynamics. The "goal of game" chances: (1) It allows us to understand sports and traditional games based on their internal logic (2) It allows us to classify traditional games and sports based on classification criteria and that can be useful to organize the physical education program; (3) It allows us to deepen the understanding of sporting games and their applicability to physical education: on the one hand, proposing progressively more specific goal of game options and, on the other hand, proposing a network model of intentions of play to understand the game dynamics and to design learning tasks. Conclusions: The conclusions collect some properties of the "goal of game" concept in order to propose its applicability in physical education students learning: identify and compare the main-motor-problems of the games; solve these problems during the game dynamics; transfer the procedures used to solve other games. The goal(d) of game amazes us; maybe physical education teachers are curious to continue discovering this wonderful treasure.
ABSTRACT
The present study was carried out in order to determine possible alterations in the evolution of tissue repair and in an attempt to improve graft fixation to the recipient bed. The areas of the lower premolars were chosen as grafts beds. Free gingival autografts were placed on the denuded bone in a hemi-arch arrangement and on the opposite side we experimentally placed the graft on the recipient osseous bed which had been perforated with a 1/2 rounded bur in order to expose the marrow spaces and thus to permit communication between the repairing sources of the endosteum and the free gingival graft. Adult male dogs were used in the experiment. Animals were sacrificed at 0 and 36 hours and at 1, 2 and 4 weeks after surgery. The main finding was the presence of a young and fibrous collagen fiber bundle at the site of perforation which formed a graft-bone-periodontal ligament complex. The periosteum of the recipient bed in the surrounding area also contributed to the fixation of the graft through the connective tissue-bone interface, in addition to playing an important role during the initial healing process. The sequence of tissue repair was not impaired and, in clinical terms, the graft appeared to have become more stable and to be better adhered to the bed, as also suggested by the histologic examination.