Efecto de tres formas de organización sobre la actuación y evolución del docente en la enseñanza-aprendizaje de habilidades atléticas en educación física

  1. Calderón, A.
  2. J. M. Palao 1
  3. E. Ortega 1
  1. 1 Universidad Católica San Antonio
    info

    Universidad Católica San Antonio

    Murcia, España

    ROR https://ror.org/05b1rsv17

Journal:
Revista Española de Educación Física y Deportes: REEFD

ISSN: 1133-6366

Year of publication: 2010

Issue: 390

Pages: 95-110

Type: Article

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More publications in: Revista Española de Educación Física y Deportes: REEFD

Abstract

The purpose of this paper was to establish the effect of three task organizations (groups in lines, small-group in circuits, and large-group in game-like activities) on the action and progression of physical education teachers in the teaching of athletic skills. The sample was composed of two teachers that taught in the first and third courses of Spanish Secondary Education. An inter-group quasi-experimental design was used, and instruction was carried out over nine sessions with six classes (n=45 sessions). The independent variable was the task organization. The dependent variables were the path the teacher took over the course of the class, the number of steps taken, the distance covered, and the feedback given by the teacher (number and type). Task organization is a variable that affects the teacher’s actions in class (position and movement). This does not appear to significantly affect the individual feedback given, but it does affect the group feedback given. The path and distance covered by the teacher was greater in circuits and was lower in lines and in large group game-like activities.

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