Publication: Propuesta práctica de TGfU basada en situaciones de aprendizaje alternativas y sus efectos sobre el aprendizaje y actitudes sociales de escolares de Educación Física en Educación Primaria
Authors
Alonso-Cayuelas, María ; Arias-Estero, José L.
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Publisher
Editorial Universidad de Almeria
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DOI
https://doi.org/10.25115/ecp.v16i32.8656
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info:eu-repo/semantics/article
Description
© 2023, Universidad de Almeria. This manuscript version is made available under the CC-BY-NC-SA 4.0 license http://creativecommons.org/licenses/by-nc-sa/4.0/. This document is the Published version of a Published Work that appeared in final form in Espiral. Cuadernos del Profesorado. To access the final edited and published work see https://doi.org/10.25115/ecp.v16i32.8656
Abstract
El objetivo que se pretendió con este estudio fue explorar el efecto de tres sesiones de Teaching Games for
Understanding (TGfU) empleando deportes alternativos sobre el conocimiento y destrezas de juego y variables
actitudinales de alumnado del último ciclo de Educación Primaria en Educación Física. Participaron 35 discentes
(18 chicos y 17 chicas, 10-12 años). El diseño del estudio fue cuasiexperimental con medidas pretest y posttest.
La variable independiente fue la implementación de las tres sesiones con TGfU. Las variables dependientes
fueron: el conocimiento de juego (conocimiento táctico y técnico), destrezas de juego (destrezas tácticas y
técnicas) y variables actitudinales (relaciones sociales, participación, respeto a las reglas y respeto a iguales). Se formó a la docente durante 30 horas, se diseñaron y validaron las sesiones, se llevaron a cabo las sesiones en dos semanas y se verificó la intervención. Los datos fueron tomados por la docente, mediante la observación directa, empleando tres escalas tipo Likert diferentes. El alumnado mejoró en conocimiento de juego, destrezas y variables actitudinales, pero no en respeto a iguales, porque tuvo valores máximos antes y después de la
intervención. El TGfU permite la enseñanza competencial a través de situaciones de aprendizaje que integran
saberes de varios contenidos a partir de situaciones problema.
The aim of the study was to explore the effect of three sessions of Teaching Games for Understanding (TGfU) using alternative sports on the knowledge and game skills and attitudinal variables of pupils in the last cycle of Primary Education in Physical Education. Thirty-five students (18 boys and 17 girls, 10-12 years old) participated. The study design was quasi-experimental with pre-test and post-test measures. The independent variable was the implementation of the three sessions with TGfU. The dependent variables were game knowledge (tactical and technical knowledge), game performance (tactical and technical performance) and attitudinal variables (social relations, participation, respect for rules and respect for peers). The teacher was trained for 30 hours, the sessions were designed and validated, they were carried out over two weeks and the intervention was verified. Data were collected by the teacher, through direct observation, using three different Likert-type scales. The students improved in game knowledge, game performance and attitudinal variables, but not in respect for peers, because they had maximum values both before and after the intervention. The TGfU allows the teaching of competences through learning situations that integrate knowledge of various contents based on challenge tasks
The aim of the study was to explore the effect of three sessions of Teaching Games for Understanding (TGfU) using alternative sports on the knowledge and game skills and attitudinal variables of pupils in the last cycle of Primary Education in Physical Education. Thirty-five students (18 boys and 17 girls, 10-12 years old) participated. The study design was quasi-experimental with pre-test and post-test measures. The independent variable was the implementation of the three sessions with TGfU. The dependent variables were game knowledge (tactical and technical knowledge), game performance (tactical and technical performance) and attitudinal variables (social relations, participation, respect for rules and respect for peers). The teacher was trained for 30 hours, the sessions were designed and validated, they were carried out over two weeks and the intervention was verified. Data were collected by the teacher, through direct observation, using three different Likert-type scales. The students improved in game knowledge, game performance and attitudinal variables, but not in respect for peers, because they had maximum values both before and after the intervention. The TGfU allows the teaching of competences through learning situations that integrate knowledge of various contents based on challenge tasks
Citation
Espiral. Cuadernos del Profesorado 16(32), 106-117
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