Teaching based on competencies in Physical Education: contribution, assessment and relation with educational content

Ayuso, Jorge Agustín Zapatero; Rivero, María Dolores González; Izquierdo, Antonio Campos

doi:10.12800/ccd.v13i37.1035

Cited by 7 publications

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“…Sin embargo, en ocasiones experiencias negativas en las clases de EF pueden contribuir a la desmotivación y un posible abandono de la práctica deportiva en su tiempo libre, lo que podría desencadenar en sedentarismo en la etapa adulta (Taylor et al, 2010). Estas experiencias negativas vienen, algunas veces, determinadas por la actuación del docente de EF, pues parece existir un desajuste entre el currículo de EF y las prácticas físico-deportivas que interesan a los adolescentes (Lim y Wang, 2009;Zapatero et al, 2018).…”

Section: Introductionunclassified

“…However, sometimes, negative experiences in PE classes may lead to loss of motivation and potential dropout from sport in their free time, which in turn could trigger a sedentary lifestyle in adulthood (Taylor et al, 2010). These negative experiences are sometimes determined by the performance of the PE teacher, as there seems to be a mismatch between the PE curriculum and the physical and sports activities that adolescents are interested in (Lim & Wang, 2009;Zapatero et al, 2018). Pérez-González, A. M., Valero-Valenzuela, A., Moreno-Murcia, J.…”

Section: Introductionmentioning

confidence: 99%

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Revisión sistemática del apoyo a la autonomía en educación física

Pérez-González¹,

Valenzuela²,

Moreno‐Murcia³

et al. 2019

Apunts

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A physical education (PE) teacher's interpersonal style may influence students' affective, cognitive and behavioural patterns. Thus, on the basis of self-determination theory, the purpose of this study was to conduct a systematic review of autonomy support in physical education lessons. For this purpose, 17 scientific articles taken from the Web of Science, Scopus and Science Direct databases measuring the effects of the PE teacher's interpersonal style on students were reviewed. These studies show that a PE teacher's autonomy support generates higher levels of satisfaction of basic psychological needs in students, especially in perceived autonomy, as well as intrinsic motivation, positive emotions and thoughts about themselves, their intention to do physical activity in their free time and future behaviour in terms of doing sport.

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Section: Introductionunclassified

Section: Introductionmentioning

confidence: 99%

Revisión sistemática del apoyo a la autonomía en educación física

Pérez-González¹,

Valenzuela²,

Moreno‐Murcia³

et al. 2019

Apunts

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“…Panadero et al (2019), in a study that explored evaluations in the current Spanish Higher Education, concluded that evaluations between equals and self-evaluations were not normally used. For Martínez-Mínguez et al (2019) this situation would improve if teachers and students were to be given better training for their reflective and critical capacities, with the support of the Administration (Zapatero et al 2018).…”

Section: Methodsmentioning

confidence: 99%

Possibilities and limitations of formative assessment in Projects Oriented Learning

Nieva-Boza¹,

Martínez-Mínguez²

2023

CCD

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La Evaluación Formativa y Compartida (EFyC) y los aprendizajes significativos son deficitarios en asignaturas de educación física (EF) en el Grado en Educación Infantil, por lo que es necesario analizar la percepción del estudiantado sobre las posibilidades y limitaciones de la EFyC llevada a cabo en una propuesta educativa, a partir de un Proyecto de Aprendizaje Tutorado (PAT). El enfoque metodológico es cuantitativo y el alcance descriptivo, utilizando como instrumento un cuestionario tipo Likert. La muestra es de 651 estudiantes, desde 2014 hasta 2020. Los resultados reportan que los y las estudiantes consideran muy favorable este sistema de evaluación para la mejora de la adquisición de competencias profesionales y el desarrollo de aprendizajes funcionales y significativos; pero es necesario fortalecer la negociación de evaluación al inicio de la asignatura y se requiere de un profesorado estable y con experiencia para llevar a cabo esta tipología de proyectos. Como conclusiones, es necesario dar voz al estudiantado sobre estas posibilidades y limitaciones para mejorar la propia práctica docente en el área de EF en el Grado de Educación Infantil, favoreciendo la sensación de sentirse capacitados para impartir esta disciplina en un futuro profesional próximo.

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“…Principales características de los entrevistados. El instrumento fue elaborado ad hoc para esta investigación y para su diseño se tomaron en consideración tanto la revisión teórica del objeto de estudio como otras investigaciones que en el ámbito de la Educación Física vienen utilizando esta técnica de recogida de datos (por ejemplo, Hortigüela, Pérez-Pueyo, & Fernández-Río, 2017;Requena & Lleixá, 2017;Zapatero-Ayuso, González-Rivero, & Campos-Izquierdo, 2018).…”

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Educational potentialities and limits of active video games: a research based on interviews with Physical Education teachers

Cortabitarte

Hoyos

Salvador

2020

CCD

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This article presents the results of a research process aimed at finding out the views of Physical Education teachers (in Primary Education) with regard to the incorporation of active videogames in the classroom. The main objective of this study is to understand what potential uses or benefits teachers attribute to these types of videogames as an educational resource and the limitations or obstacles to their inclusion in the classroom. To this end, interviews were conducted with ten Physical Education teachers from state funded schools in the north of Spain. The results show that these teachers do not feel sufficiently trained to design sessions with active videogames. However, they consider them to be a powerful tool in educational processes. One of the potential benefits highlighted is their use as a very practical resource for transmitting contents and for assessment. Nevertheless, a number of obstacles have also been identified which, with the appropriate measures, could be overcome. Examples of these limitations are the lack of adequate teacher training or the high economic cost of the devices required.

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Teaching based on competencies in Physical Education: contribution, assessment and relation with educational content

Cited by 7 publications

References 0 publications

Revisión sistemática del apoyo a la autonomía en educación física

Revisión sistemática del apoyo a la autonomía en educación física

Possibilities and limitations of formative assessment in Projects Oriented Learning

Educational potentialities and limits of active video games: a research based on interviews with Physical Education teachers

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