¿Es efectivo el Modelo de Educación Deportiva para mejorar la deportividad y actividad física en escolares? [Is the Sport Education Model effective in improving sportsmanship and physical activity in students?].
Palabras clave:
Escolares, Juego limpio, Valores deportivos, Modelo de Educación Deportiva, Innovación educativa, Students, fair-play, sporting values, sport education model, educational innovation.Resumen
El objetivo principal del estudio fue comprobar el efecto de una unidad didáctica del Modelo de Educación Deportiva en Educación Física sobre la deportividad y los niveles de actividad física habitual en estudiantes de Educación Secundaria. Un total de 114 estudiantes (62 varones y 52 mujeres) de cuatro clases (dos de segundo y dos de cuarto) de Educación Secundaria Obligatoria se asignaron aleatoriamente por clases al grupo Tradicional (metodología basada en la instrucción directa) o al grupo Educación Deportiva (Modelo de Educación Deportiva). Ambos grupos participaron en 12 sesiones de Educación Física (2 sesiones por semana). Los resultados del Modelo Lineal Multinivel mostraron que el programa de Educación Deportiva mejoró la participación de la deportividad de los estudiantes. Sin embargo, no hubo diferencias significativas en el resto de las dimensiones de deportividad ni sobre los niveles de actividad física habitual de los escolares. En conclusión, el Modelo de Educación Deportiva mejora la voluntad de participación de los estudiantes en competiciones deportivas, pero no mejora el resto de dimensiones de la deportividad ni los niveles de práctica de actividad física.
Abstract
The main purpose of the study was to assess the effect of a Sport Education teaching unit in Physical Education on sportsmanship and habitual physical activity levels in secondary education students. A total of 114 students (62 boys and 52 girls) from four classes (two from second degree and two from the fourth degree) of compulsory secondary education were randomly assigned by classes to the Traditional group (methodology based on direct instruction) or the Sport Education group (Sport Education model). Both groups participated in 12 sessions of Physical Education (two sessions per week). The Multilevel Linear Model results showed that the Sport Education program improved the participation in the students’ sportsmanship. However, there were no significant differences in the rest of the dimensions of sportsmanship nor on the students' habitual physical activity levels. In conclusion, the Sports Education Model improves the students' willingness to participate in sports competitions, but it did not improve the rest of the dimensions of sportsmanship or the students' physical activity levels.
https://doi.org/10.5232/ricyde2020.06005
Referencias/references
Ajzen, I. (1991). The theory of planned behavior. Organizational behavior and human decision processes, 50(2), 179-211.
https://doi.org/10.1016/0749-5978(91)90020-T
Baumgartner, T.; Jackson, A.; Mahar, M., y Rowe, D. (2015). Measurement for evaluation in kinesiology (9th ed.). Burlington, USA: Jones and Bartlett Learning.
Bernal, D., y Daniel-Huerta, M. (2016). Educación Física: una asignatura para mejorar el rendimiento académico, la cognición y los valores. Revista Infancia, Educación y Aprendizaje, 2(1), 96-114.
https://doi.org/10.22370/ieya.2016.2.1.586
Cain, K. L.; Sallis, J. F.; Conway, T. L.; Van Dyck, D., & Calhoon, L. (2013). Using accelerometers in youth physical activity studies: a review of methods. Journal of Physical Activity and Health, 10(3), 437-450.
https://doi.org/10.1123/jpah.10.3.437
Campbell, M. K.; Piaggio, G.; Elbourne, D. R., & Altman, D. G. (2012). Consort 2010 statement: extension to cluster randomised trials. BMJ, 345, e5661.
https://doi.org/10.1136/bmj.e5661
Carson, V.; Hunter, S.; Kuzik, N.; Gray, C. E.; Poitras, V. J.; Chaput, J.P.; … Tremblay, M. S. (2016). Systematic review of sedentary behaviour and health indicators in school-aged children and youth: An update. Applied Physiology, Nutrition, and Metabolism, 41(6), 240–265.
https://doi.org/10.1139/apnm-2015-0630
Chu, T. L., & Zhang, T. (2018). Motivational processes in Sport Education programs among high school students. European Physical Education Review, 24(3), 372–394.
https://doi.org/10.1139/apnm-2015-0630
Corder, K.; Winpenny, E.; Love, R.; Brown, H. E.; White, M., & Sluijs, E. V. (2017). Change in physical activity from adolescence to early adulthood: a systematic review and meta-analysis of longitudinal cohort studies. British Journal of Sports Medicine, 53(8), 496-503.
https://doi.org/10.1136/bjsports-2016-097330
Cuevas, R.; García-López, L. M., & Serra-Olivares, J. (2016). Sport Education Model and Self-determination Theory: An intervention in secondary school children. Kinesiology, 48(1), 30-38.
https://doi.org/10.26582/k.48.1.15
Dössegger, A.; Ruch, N.; Jimmy, G.; Braun-Fahrländer, C.; Mäder, U.; Hänggi, J.; … Bringolf-Isler, B. (2014). Reactivity to accelerometer measurement of children and adolescents. Medicine and Science in Sports and Exercise, 46(6), 1140–1146.
https://doi.org/10.1249/MSS.0000000000000215
Evenson, K. R.; Catellier, D. J.; Gill, K.; Ondrak, K. S., & McMurray, R. G. (2008). Calibration of two objective measures of physical activity for children. Journal of Sports Sciences, 26(14), 1557-1565.
https://doi.org/10.1080/02640410802334196
Field, A. (2017). Discovering statistics using IBM SPSS statistics: Sage.
Iturbide-Luquin, L. M., y Elosua-Oliden, P. (2017). Los valores asociados al deporte: análisis y evaluación de la deportividad. Revista de Psicodidáctica, 22(1), 29-36.
https://doi.org/10.1016/S1136-1034(17)30041-2
Ko, B.; Wallhead, T., & Ward, P. (2006). Professional development workshops – What do teachers learn and use? Journal of Teaching in Physical Education, 25(4), 397-412.
https://doi.org/10.1123/jtpe.25.4.397
Lamoneda, J.; Huertas, F. J.; Córdoba, L. G., y García, A. V. (2014). Adaptación de la Escala Multidimensional de Orientaciones hacia la Deportividad al contexto del fútbol alevín. Cuadernos de Psicología del Deporte, 14(2), 71-80.
https://doi.org/10.4321/S1578-84232014000200008
Li, W.; Xiang, P.; Chen, Y., & Xie, X. (2017). Unit of analysis: Impact of Silverman and Solmon’s article on field-based intervention research in Physical Education in the U.S.A. Journal of Teaching in Physical Education, 36(2), 131–141.
https://doi.org/10.1123/jtpe.2016-0169
Martínez de Ojeda Pérez, D.; Méndez-Giménez, A., y Pérez, J. V. (2016). Efectos del modelo Educación Deportiva en el clima social del aula, la competencia percibida y la intención de ser físicamente activo: un estudio prolongado en primaria. Sport TK-Revista EuroAmericana de Ciencias del Deporte, 5(2), 153-166.
Martínez-Gómez, D.; Martínez-De-Haro, V.; Del-Campo, J.; Zapatera, B.; Welk, G. J.; Villagra, A.; ... Veiga, Ó. L. (2009). Validez de cuatro cuestionarios para valorar la actividad física en adolescentes españoles. Gaceta Sanitaria, 23(6), 512-517.
https://doi.org/10.1016/j.gaceta.2009.02.013
Méndez-Giménez, A.; Fernández-Río, J., y Méndez-Alonso, D. (2015). Modelo de educación deportiva versus modelo tradicional: efectos en la motivación y deportividad. Revista internacional de medicina y ciencias de la actividad física y del deporte, 15(59), 449–466.
https://doi.org/10.15366/rimcafd2015.59.004
Menéndez-Ferreira, R.; Barquin, R.; Maldonado, A., y Camacho, D. (2018). Análisis y propuesta de una herramienta basada en gamificación para la educación en valores dentro del deporte. En XVIII Conferencia de la Asociación española para la Inteligencia Artificial (pp. 1039–1045).
Metzler, M. W. (2011). Instructional models for physical education. Scottsdale, Arizona: Holcomb Hathaway.
Migueles, J. H.; Cadenas-Sánchez, C.; Ekelund, U.; Nyström, C. D.; Mora-Gonzalez, J.; Löf, M., ... Ortega, F. B. (2017). Accelerometer data collection and processing criteria to assess physical activity and other outcomes: A systematic review and practical considerations. Sports Medicine, 47(9), 1821-1845.
https://doi.org/10.1007/s40279-017-0716-0
Ministerio de Educación, Cultura y Deporte. (2015). Real Decreto 1105/2014, de 26 de diciembre, por el que se establece el currículo básico de la Educación Secundaria Obligatoria y del Bachillerato. Boletín Oficial del Estado, 3, 169–256.
Moreno, J. A.; Moreno, R., y Cervelló, E. (2007). El autoconcepto físico como predictor de la intención de ser físicamente activo. Psicología y Salud, 17(2), 261 – 267.
Nader, P. R.; Bradley, R. H.; Houts, R. M.; McRitchie, S. L., & O’Brien, M. (2008). Moderate-to-vigorous physical activity from ages 9 to 15 years. Jama, 300(3), 295-305.
https://doi.org/10.1001/jama.300.3.295
Oliver, M.; Badland, H. M.; Schofield, G. M., & Shepherd, J. (2011). Identification of accelerometer nonwear time and sedentary behavior. Research quarterly for exercise and sport, 82(4), 779-783.
https://doi.org/10.1080/02701367.2011.10599814
Orme, M.; Wijndaele, K.; Sharp, S. J.; Westgate, K.; Ekelund, U., & Brage, S. (2014). Combined influence of epoch length, cut-point and bout duration on accelerometry-derived physical activity. International Journal of Behavioral Nutrition and Physical Activity, 11(1), 34.
https://doi.org/10.1186/1479-5868-11-34
Parra-Saldías, M.; Mayorga-Vega, D.; López-Fernández, I., & Viciana, J. (2018). How many daily steps are really enough for adolescents? A cross-validation study. Retos, 33, 241-246.
Pearson, N.; Haycraft, E.; Johnston, J. P., & Atkin, A. J. (2017). Sedentary behaviour across the primary-secondary school transition: A systematic review. Preventive Medicine, 94(1), 40–47.
https://doi.org/10.1016/j.ypmed.2016.11.010
Perlman, D. (2012). The influence of the Sport Education Model on amotivated students’ in-class physical activity. European Physical Education Review, 18(3), 335-345.
https://doi.org/10.1177/1356336X12450795
Perlman, D., & Goc Karp, G. (2010). A Self-Determined Perspective of the Sport Education Model. Physical Education and Sport Pedagogy, 15(4), 401-418.
https://doi.org/10.1080/17408980903535800
Poitras, V. J.; Gray, C. E.; Borghese, M.; Carson, V.; Chaput, J. P.; Janssen, I.; ... Sampson, M. (2016). Systematic review of the relationships between objectively measured physical activity and health indicators in school-aged children and youth. Applied Physiology, Nutrition and Metabolism, 41(6), 197-239.
https://doi.org/10.1139/apnm-2015-0663
Rocamora, I.; González-Víllora, S.; Fernández-Río, J., & Arias-Palencia, N. M. (2019). Physical activity levels, game performance and friendship goals using two different pedagogical models: Sport Education and Direct Instruction. Physical Education and Sport Pedagogy, 24(1), 87-102.
https://doi.org/10.1080/17408989.2018.1561839
Ruiz, J. V.; Ponce, A.; Sanz, E., y Valdemoros, M. A. (2015). La educación en valores desde el deporte: investigación sobre la aplicación de un programa integral en deportes de equipo. Retos: nuevas tendencias en educación física, deporte y recreación, 28, 270-276.
Siedentop, D.; Hastie, P. A., & Van der Mars, H. (2011). Complete guide to Sport Education. Champaign, Illinois: Human Kinetics
Stewart, A.; Marfell-Jones, M.; Olds, T., y De Ridder, J. (2011). International standards for anthropometric assessment. New Zealand: International Society for the Advancement of Kinanthropometry.
Tremblay, M. S.; Carson, V.; Chaput, J. P.; Connor-Gorber, S.; Dinh, T.; Duggan, M.; ... Zehr, L. (2016). Canadian 24-hour movement guidelines for children and youth: An integration of physical activity, sedentary behaviour, and sleep. Applied Physiology, Nutrition, and Metabolism, 41(6), S311-327.
https://doi.org/10.1139/apnm-2016-0151
Trost S. G.; Loprinzi P. D.; Moore R., & Pfeiffer K. A. (2011). Comparison of accelerometer cut points for predicting activity intensity in youth. Medicine Science and Sports Exercise, 43(7), 1360-1368.
https://doi.org/10.1249/MSS.0b013e318206476e
Vallerand, R.J.; Brière, N.M.; Blanchard, C., & Provencher, P. (1997). Development and validation of the multidimensional Sportspersonship orientations scale. Journal of Sport and Exercise Psychology, 19, 197-206.
https://doi.org/10.1123/jsep.19.2.197
Viciana, J.; Mayorga-Vega, D.; Ruiz, J., y Blanco, H. (2016). La comunicación educativa de entrenadores de fútbol en competición. Retos, 29(1), 17-21.
Viciana, J.; Casado-Robles, C.; Pérez-Macías, L., & Mayorga-Vega, D. (2020). A Sport Education teaching unit as a citizenship education strategy in Physical Education. A group-randomized controlled trial. Retos, 38(38), 44-52.
Vidoni, C., & Ward, P. (2009). Effects of fair play instruction on student social skills during a middle school Sport Education unit. Physical Education and Sport Pedagogy, 14(3), 285–310.
https://doi.org/10.1080/17408980802225818
Wahl-Alexander, Z.; Sinelnikov, O., & Curtner-Smith, M. (2016). A longitudinal analysis of students’ autobiographical memories of participation in multiple Sport Education seasons. European Physical Education Review, 23(1), 25-40.
https://doi.org/10.1177/1356336X15624246
Wallhead, T. L.; Garn, A. C., & Vidoni, C. (2014). Effect of a Sport Education program on motivation for Physical Education and leisure-time physical activity. Research Quarterly for Exercise and Sport, 85(4), 478–487.
https://doi.org/10.1080/02701367.2014.961051
Ward, J. K.; Hastie, P. A.; Wadsworth, D. D.; Foote, S.; Brock, S. J., & Hollett, N. (2017). A Sport education fitness season’s impact on students’ fitness levels, knowledge, and in-class physical activity. Research quarterly for exercise and sport, 88(3), 346-351.
https://doi.org/10.1080/02701367.2017.1321100
World Health Organization. (2014). Global Status Report on Noncommunicable Diseases 2014. Geneva: WHO