Formación permanente y percepción del profesorado sobre el desarrollo de las competencias básicas con el modelo de Educación Deportiva (In-service education and teachers’ perception about key competences development with Sport Education)

Abstract

El objetivo de este trabajo consistió en analizar la percepción de profesores de educación física sobre las posibilidades de trabajo de las competencias básicas, de una metodología de enseñanza concreta. Para ello, doce docentes de Secundaria y de Primaria, realizaron un curso de formación permanente sobre dicho modelo, y una vez finalizado, implementaron una unidad didáctica en sus respectivos centros escolares. Fue entonces cuando por medio de un cuestionario elaborado ad-hoc, se les preguntó sobre su percepción del grado de desarrollo de las competencias básicas, en función de las fases del modelo de Educación Deportiva, y de sus características principales. Para comprobar si existieron diferencias en la percepción de los profesores, se calcularon las medias y desviaciones típicas del total de las variables registradas, y se utilizó la Prueba U de Mann-Whitney para dos muestras independientes. Los docentes analizados ven grandes posibilidades de trabajo competencial mediante el modelo de Educación Deportiva fundamentalmente de la competencia social y ciudadana, aprender a aprender, y autonomía e iniciativa personal.Palabra clave: Educación física, Competencias básicas, Modelos de enseñanza, Educación Deportiva.Abstract: The purpose of this paper was to analyze the perception of physical education teachers on job opportunities of key competences of a particular teaching model. To this end, 12 teachers, Secondary and Primary, conducted an in-service education course on the model, and once completed, implemented a teaching unit in their respective schools. It was then through a questionnaire, they were asked about their perception of the development of key competences. To check whether there were differences in the perception of teachers on the development of each of the core competencies, it was calculated means and standard deviations of all variables recorded, and used the Mann-Whitney U test for independent samples. Teachers see great potential to work competence through Sport Education Model primarily on social and civic competence, lifelong learning, and autonomy and personal initiative.Key words: Physical education, Key competences, Teaching models, Sport Education.

A Sport Education teaching unit as a citizenship education strategy in Physical Education. A group-randomized controlled trial (Una unidad didáctica de Educación Deportiva como estrategia de educación para la ciudadana en Educación Física. Un ensayo contr

“…Regarding the social dimension, the high school students belonging to the EG group in this study perceived an improvement in the classroom climate provided by the PE teacher in terms of personalization, implication, social cohesion, satisfaction, task orientation, innovation, and individualization, as well as an increase in their sportsmanship. In line with the qualitative study of Calderón, Martínez de Ojeda, and Méndez (2013), where PE teachers perceived that the SE methodology fostered the social and civic key competency established by the European Committee (2012), the present study confirmed that social and civic behavior in sport performance could be modified and improved. On one hand, the SE program caused an ideal classroom climate for learning, as previous research also demonstrates (Perlman, 2012).…”

The Attitudinal Style as a Pedagogical Model in Physical Education: Analysis of Its Effects on Initial Teacher Training

“…Several studies have analyzed the interests of using student-centered teaching styles and methodologies [28][29][30]. Zapatero's research [31] establishes that the use of student-centered methodologies and styles is less frequent than the use of methods that favour teacher control [32][33][34][35][36].…”

“…This has shown that after three decades of the use of teaching styles in Spain [27,32,[37][38][39][40], they seem to have had little influence on adequate teacher practice. In fact, reviews of student-centred methodologies state that PE teachers [28,41,42] recognise the need to vary the methodological approach towards those that favour student involvement and motivation. However, despite the belief in the need for this methodological change, its impact is still not high in the classroom [31,33,35,43,44].…”

Estado actual de la Educación Física desde el punto de vista del profesorado. Propuestas de mejora. (Current state of Physical Education from the point of view of teachers. Improvement proposals)

“…En diferentes estudios se ha observado que la EF contribuye a la consecución de las competencias clave (Lleixà, Capllonch, & González, 2015;Calderón, Martínez, & Méndez, 2013;Bisquerra, 2011;Contreras & Cuevas, 2011;Cañabate, 2010;Cañabate & Zagalaz, 2010García, 2010;Hernández, Díez, Pacheco, & Sosa 2008, López, 2010Lleixà, 2007;Méndez-Giménez, López-Téllez, & Sierra-Arizmendiarrieta, 2009;Vaca, 2008;Vicente, 2011;Zamorano, 2011). Según Zagalaz, Cachón, & Lara (2008), entre las competencias, destaca la capacidad de análisis, síntesis y gestión de la información; la de organización y planificación; las habilidades en las relaciones interpersonales; la capacidad para la comunicación; el desarrollo crítico; la creatividad y la adaptación a las nuevas situaciones, entre otras.…”