La pertinencia educativa de las habilidades gimnásticas: apreciaciones del profesorado

Abstract

Resumen Esta investigación analiza los valores educativos que identifica el profesorado de educación física en la docencia de las habilidades gimnásticas y acrobáticas. Adicionalmente, indaga qué modalidades gimnásticas son las más pertinentes para él por los valores y beneficios que aportan. El estudio se encuadra en el enfoque cualitativo y se utiliza el software AQUAD 6 para el análisis de los datos. Los resultados evidencian que los participantes perciben que las destrezas gimnásticas promueven en el alumno valores y capacidades personales y sociales como la autoestima, la responsabilidad, la confianza, la cooperación, el trabajo en equipo, entre otros. Los participantes identifican la gimnasia acrobática o acrosport como la modalidad que ofrece más oportunidades de desarrollo de capacidades en el aprendizaje de los estudiantes. Las reflexiones del profesorado pueden contribuir a la necesaria concienciación que impida la desaparición de esta disciplina de los currículos escolares, así como a replantear la formación inicial específica.

Effectiveness of an Acrobatic Gymnastics Programme for the Improvement of Social Skills and Self-Esteem in Adolescents

“…AG is considered to be an excellent cooperative and integrative proposal for motor and attitudinal development [37,63]. Moreover, Physical Education teachers identify this modality as the most suitable for developing personal and social values in students and say that it can favour their teaching-learning process due to its high collaborative component, thus minimising the personal differences between classmates [32]. In the study carried out by Piepiora, Piepiora and Bagi ńska [16] on the relationship between sport practice and personality development, they concluded that the more sport, the greater the openness to experience, kindness and awareness, considering the importance of establishing educational proposals based on the formation of personality from PE classes.…”

“…Gymnastic skills promote personal and social values and abilities in students, such as self-esteem, responsibility, confidence, cooperation, teamwork and self-management of fears and insecurities [32,64]. Previous research has found that AG is an appropriate modality for promoting values among adolescents.…”

“…Thanks to the concern of social psychology to work along the lines of integration, respect and cooperation with others, new methodological proposals emerge in the area of Physical Education (PE) that facilitate personal relationships [13,[31][32][33][34].…”

“…Acrobatic Gymnastics (AG) is didactic content that allows working in groups of AC. This is an eminently cooperative sport that consists of producing a chain of collective and individual acrobatic forms within a choreography with musical support [32,47]. The pursuit of common goals, as in the case of AG, requires students to work in groups, to help and support each other, to be aware of the importance of each other in the successful creation of the figures and to listen and share ideas [45].…”

“…AG improves the levels of selfconcept in those subjects with physical and/or emotional problems, as the students, by feeling involved in the activity they are doing and cooperating with their classmates, feel physically and emotionally enriched [46]. PE teachers perceive the development of gymnastic skills as something that could guarantee the integral development of students, favouring the acquisition of attitudes such as responsibility, effort, confidence and self-esteem [32].…”