Impacto de dos unidades didácticas de educación deportiva sobre objetivos de aprendizaje en educación primaria

  1. Pilar Mahedero 1
  2. Antonio Calderón 2
  3. Diego Martínez de Ojeda 3
  4. José Luis Arias-Estero 3
  1. 1 Junta de Andalucía
    info
    Junta de Andalucía

    Sevilla, España

    ROR https://ror.org/01jem9c82

    Situation géographique de l'organisation Junta de Andalucía
  2. 2 University of Limerick
    info
    University of Limerick

    Limerick, Irlanda

    ROR https://ror.org/00a0n9e72

    Situation géographique de l'organisation University of Limerick
  3. 3 Universidad de Murcia
    info
    Universidad de Murcia

    Murcia, España

    ROR https://ror.org/03p3aeb86

    Situation géographique de l'organisation Universidad de Murcia
Montrer des affiliations +
Revue:
Cuadernos de psicología del deporte

ISSN: 1578-8423,  1989-5879

Année de publication: 2022

Titre de la publication: CPD1(2022)

Volumen: 22

Número: 1

Pages: 160-175

Type: Article

DOI: 10.6018/CPD.462641 DIALNET GOOGLE SCHOLAR HANDLE: https://hdl.handle.net/10201/118926

D'autres publications dans: Cuadernos de psicología del deporte

Objectifs de Développement Durable

Résumé

Los objetivos del estudio fueron: (a) explorar el efecto de dos unidades didácticas de educación deportiva (baloncesto y floorball) sobre el rendimiento de juego y el conocimiento de alumnado de educación primaria, de acuerdo con su nivel de habilidad, y (b) conocer si hubo diferencias de acuerdo con el deporte (baloncesto y floorball). Los participantes fueron 33 alumnos de dos clases de educación primaria. Este estudio siguió un enfoque de métodos mixtos. Los datos cuantitativos se obtuvieron mediante un diseño cuasi-experimental pretest-postest. Los datos cualitativos se obtuvieron después de la intervención. Se aplicaron dos unidades didácticas (baloncesto y floorball) en dos clases diferentes, una clase experimentó la unidad de baloncesto y la otra la de floorball y viceversa. Se analizaron variables relacionadas con el rendimiento de juego (toma de decisión, ejecución técnica, rendimiento de juego, implicación en eljuego) y el conocimiento. Los resultados de aprendizaje del alumnado fueron también analizados utilizando datos cualitativos del: (a) análisis realizado por expertos y (b) la percepción de los propios alumnos y el maestro. Los resultados fueron afectados por el deporte enseñado y el nivel de habilidad del alumnado. El maestro enfatizó que fue complejo para el alumnado de primaria comprender determinados conceptos tácticos y técnicos, especialmente en floorball. En educación primaria, la experiencia previa del alumnado con el contenido y el nivel de habilidad condicionó los resultados de las variables relacionadas con el rendimiento de juego y el conocimiento. Se sugiere que las unidades didácticas basadas en el modelo de educación deportiva en deportes de invasión con implemento, como ocurre en floorball en educación primaria, podría requerir de una instrucción más concreta y unidades didácticas más largas con el fin de garantizar un nivel mínimo de aprendizaje técnico y táctico.

Références bibliographiques

  • Araújo, R., Hastie, P. A., Pereira, C., & Mesquita, I. (2017). The evolution of student-coach’s pedagogical content knowledge in a combined use of sport education and the step-game-approach model. Physical Education and Sport Pedagogy, 22, 518-535. doi:10.1080/17408989.2017.1294668
  • Araújo, R., Mesquita, I., & Hastie, P. A. (2014). Review of the status of learning in research on sport education: Future research and practice. Journal of Sports Science and Medicine, 13, 846-858.
  • Araujo, R., Mesquita, I., Hastie, P. A., & Pereira, C. (2016). Students’ game performance improvements during a hybrid sport education-step-game-approach volleyball unit. European Physical Education Review, 22, 185-200. doi:10.1177/1356336x15597927
  • Barker, D., & Quennerstedt, M. (2017). Power and group work in physical education: A Foucauldian perspective. European Physical Education Review, 23, 339-353. doi:10.1177/1356336x15620716
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. doi:10.1191/1478088706qp063oa
  • Brock, S. J., & Hastie, P. A. (2017). Students’ verbal exchanges and dynamics during sport education. European Physical Education Review, 23, 354-365. doi:10.1177/1356336x16629582
  • Browne, T. B., Carlson, T. B., & Hastie, P. A. (2004). A comparison of rugby seasons presented in traditional and sport education formats. European Physical Education Review, 10, 199-214. doi:10.1177/1356336x04044071
  • Dyson, B., Griffin, L., & Hastie, P. A. (2004). Theoretical and pedagogical considerations for implementing sport education, tactical games, and cooperative learning instructional models. Quest, 56, 225–239. doi:10.1080/00336297.2004.10491823
  • Farias, C., Hastie, P. A., & Mesquita, I. (2018). Scaffolding student–coaches’ instructional leadership toward student-centred peer interactions: A yearlong action-research intervention in sport education. European Physical Education Review, 24, 269-291. doi:10.1177/1356336X16687303
  • Farias, C., Valério, C., & Mesquita, I. (2018). Sport education as a curriculum approach to student learning of invasion games: Effects on game performance and game involvement. Journal of Sports Science and Medicine, 17, 56-65.
  • French, D., Rink, J., Rikard, L., Mays, A., Lynn, S., & Werner, P. (1991). The effects of practice progressions on learning two volleyball skills. Journal of Teaching in Physical Education, 10, 261-274.
  • French, K. E., & Thomas, J. (1987). The relation of knowledge development to children ́s basketball performance. Journal of Sport Psychology, 9, 15-32. doi:10.1123/jsp.9.1.15
  • Gutiérrez, D., García, L. M., Chaparro, R., & Fernández, A. J. (2014). Sport education model in second grade. Teachers and students' perceptions. Cuadernos de Psicología del Deporte, 2, 131-144.
  • Harvey, S., Pill, S., & Almond, L. (2018). Old wine in new bottles: A response to claims that teaching games for understanding was not developed as a theoretically based pedagogical framework. Physical Education and Sport Pedagogy, 23, 166-180. doi:10.1080/17408989.2017.1359526.
  • Hastie, P. A. (1998). Skill and tactical development during a sport education season. Research Quarterly for Exercise and Sport, 69, 368–379. doi:10.1080/02701367.1998.10607711
  • Hastie, P. A. (2000). An ecological analysis of a sport education season. Journal of Teaching in Physical Education, 19, 355–373.
  • Hastie, P. A., Calderón, A., Rolim, R. J., & Guarino, A. J. (2013). The development of skill and knowledge during a sport education season of track and field athletics. Research Quarterly for Exercise and Sport, 84, 336–344. doi: 10.1080/02701367.2013.812001
  • Hastie, P. A., & Casey, A. (2014). Fidelity in models-based practice research in sport pedagogy: A guide for future investigations. Journal of Teaching in Physical Education, 33, 422-431.
  • Hastie, P. A., Layne, T. E., & Mesquita, I. (2013). Evaluating game performance from external experts in sport education. Revista Portuguesa de Ciências do Desporto, 13, 23–37.
  • Hastie, P. A., & Sinelnikov, O. A. (2006). Russian students’ participation in and perceptions of a season of sport education. European Physical Education Review, 12, 131-151. doi:10.1177/1356336x06065166
  • Hastie, P. A., Sinelnikov, O. A., & Guarino, A. J. (2009). The development of skill and tactical competencies during a season of badminton. European Journal of Sport Science, 9, 133-140. doi:10.1080/17461390802542564
  • Hastie, P. A. & Wallhead, T. (2016). Models-based practice in physical education: The case for sport education. Journal of Teaching in Physical Education, 35, 390-399.
  • Hordvik, M., MacPhail, A., & Ronglan, L. T. (2017). Teaching and learning sport education: A self-study exploring the experiences of a teacher educator and pre-service teachers. Journal of Teaching in Physical Education, 36, 232–243.
  • Hordvik, M., MacPhail, A., & Ronglan, L. T. (2019). Learning to teach sport education: Investigating a pre-service teacher’s knowledge development. Sport, Education and Society, 24, 51-65. doi:10.1080/13573322.2017.1322948
  • Kirk, D. (2013). Educational value and models-based practice in physical education. Educational Philosophy and Theory, 45(9), 973–986. doi:10.1080/00131857.2013.785352
  • Iserbyt, R., Ward, P., & Martens, J. (2016). The influence of content knowledge on teaching and learning in traditional and sport education contexts: An exploratory study. Physical Education and Sport Pedagogy, 21, 539-556. doi:10.1080/17408989.2015.1050662
  • Kinchin, G. D., Wardle, C., Roderick, S., & Sprosen, A. (2004). A survey of year 9 boys ́perceptions of sport education in one English secondary school. Bulletin of Physical Education, 40(1), 27-40.
  • Lafont, L., Rivière, C., Darnis, F., & Legrain, P. (2017). How to structure group work? Conditions of efficacy and methodological considerations in physical education. European Physical Education Review, 23, 327–338. doi:10.1177/1356336x15626639
  • Layne, T., & Yli-Piipari, S. (2015). Effects of the sport education model on university students’ game performance and content knowledge in basketball. Journal of Sports Research, 2(2), 24-36. doi:10.18488/journal.90/2015.2.2/90.2.24.36
  • Lee, A. M., Keh, N. C., & Macill, R. A. (1993). Instructional effects of teacher feedback in physical education. Journal of Teaching in Physical Education, 12, 228-243.
  • Mahedero, M. P., Calderón, A., Arias-Estero, J. L., Hastie, P. A., & Guarino, A. J. (2015). Effects of student skill level on knowledge, decision making, skill execution and game performance in a mini-volleyball sport education season. Journal of Teaching in Physical Education, 34, 626 -641.
  • McCaughtry, N., Sofo, S., Rovegno, I., & Curtner-Smith, M. (2004). Learning to teach sport education: Misunderstandings, pedagogical difficulties and resistance. European Physical Education Review, 10, 135–155. doi:10.1177/1356336x04044068
  • Mesquita, I., Farias, C., & Hastie, P. (2012). The impact of a hybrid sport education-invasion games competence model soccer unit on students' decision making, skill execution and overall game performance. European Physical Education Review, 18, 205- 219. doi:10.1177/1356336X12440027
  • Oslin, J. L., Mitchell, S. A., & Griffin, L. L. (1998). The game performance assessment instrument (GPAI): Development and preliminary validation. Journal of Teaching in Physical Education, 17, 231–243.
  • Pereira, J., Hastie, P. A., Araújo, R., Farias, C., Rolim, R., & Mesquita, I. (2015). A comparative study of students´ track and field technical performance in sport education and in a direct instruction approach. Journal of Sports Science and Medicine, 14, 118-127.
  • Perlman, D. J. (2010). Change in affect and needs satisfaction for amotivated students within the sport education model. Journal of Teaching in Physical Education 29, 433–445.
  • Pope, C. C., & Grant, B. C. (1996). Student experiences in sport education. Waikato Journal of Education, 2, 103–118. doi:10.15663/wje.v2i1.512
  • Pritchard, T., Hawkins, A., Wiegand, R., & Metzler, J. N. (2008). Effects of two instructional approaches on skill development, knowledge, and game performance. Measurement in Physical Education and Exercise Science, 12, 219–236. doi:10.1080/10913670802349774
  • Santiago-Delefosse, M., Gavin, A., Bruchez, C., Roux, P., & Stephen, S. L. (2016). Quality of qualitative research in the health sciences: Analysis of the common criteria present in 58 assessment guidelines by expert users. Social Science & Medicine, 148, 142-151. doi:10.1080/10913670802349774
  • Siedentop, D. (2002). Sport education: A retrospective. Journal of Teaching in Physical Education, 21, 409-418.
  • Siedentop, D., Hastie, P. A., & Van der Mars, H. (2019). Complete guide to sport education (3er ed). Champaign: Human Kinetics.
  • Silverman, S. (1993). Student characteristics, practice, and achievement in physical education. The Journal of Educational Research, 87, 54–61.
  • Silverman, S., Woods, A. M., & Subramaniam, P. R. (1998). Task structures, individual student feedback, and student skill level in physical education. Research Quarterly for Exercise and Sport, 69, 420–424. doi:10.1080/02701367.1998.10607718
  • Sinelnikov, O. A. (2009). Sport education for teachers: Professional development when introducing a novel curriculum model. European Physical Education Review, 15, 91-114. doi:10.1177/1356336X09105213
  • Sinelnikov, O. A., & Hastie, P. A. (2008). Teaching sport education to Russian students: An ecological analysis. European Physical Education Review, 14, 203-222. doi:10.1177/1356336x09105213
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Earlbaum Associates.
  • Farias, C., Mesquita, I., Hastie, P. A. (2019). Student game-play performance in invasion games following three consecutive hybrid Sport Education seasons. European Physical Education Review, 25(3), 691-712. https://doi.org/10.1177/1356336X18769220
  • Mahedero, M. P., Calderón, A., Hastie, P., Arias-Estero, J. L. (2021). Grouping students by skill level in mini-volleyball: Effect ongame performance and knowledge in sport education. Perceptual and Motor Skills, 128(4), 1851-1871. https://doi.org/10.1177/00315125211021812
La source de données: Dialnet