Efectos de un modelo híbrido de enseñanza (MED + TGfU) y el modelo de responsabilidad personal y social sobre la deportividad y la diversión en estudiantes de 4º ESO y 1º Bachillerato (Effects of a hybrid teaching model (SEM + TGfU) and the model of perso

  • Álvaro Gómez Buendía Universidad de Murcia
  • Bernardino Javier Sánchez-Alcaraz Martínez Universidad de Murcia
  • María Isabel Cifo Izquierdo Universidad de Murcia
  • Alberto Gómez Mármol Universidad de Murcia
Palabras clave: metodologías, enseñanza, aprendizaje, educación física, evaluación, (methodologies, teaching, learning, physical education, values)

Resumen

 

The application of pedagogical models can have positive effects on sportsmanship and students’ enjoyment of Physical Education (PE) lessons. The aim of this study was to compare the influence on sportsmanship and fun of the application of, on the one hand, the combination of the Sports Education Model (SEM) and the Teaching Games for Understanding (TGfU) model and, on the other, the Personal and Social Responsibility Model (PSRM). The participants in this study were a total of 85 Spanish teenagers, 39 girls and 46 boys, studying Secondary Education. They completed the SSI questionnaires adapted to Physical Education (SSI-PE) to analyse their enjoyment, and the Multidimensional Sportsmanship Orientations Scale (MSOS) to analyse sportsmanship. Results showed significant differences in enjoyment when applying both the hybrid model (SEM+TGfU) and the PSRM model (p < .01). It is concluded that both interventions with the hybrid model and the PSRM generate positive effects on students’ enjoyment.

Resumen. La aplicación de modelos pedagógicos puede tener efectos positivos sobre la deportividad y la diversión del alumnado en la clases de Educación Física (EF). El objeto de estudio se basó en comparar la influencia de la aplicación de una hibridación del Modelo de Educación Deportiva (MED) y el Modelo Comprensivo (TGfU), y del Modelo de Responsabilidad Personal y Social (MRPS), sobre la deportividad y la diversión. Para ello, participaron un total de 85 estudiantes, 39 chicas (46%) y 46 chicos (54%), de edades comprendidas entre los 16 y 17 años (16.42 ± 0.50). Los participantes de dos grupos de 4º ESO y dos de 1º BACH, cumplimentaron dos cuestionarios al inicio y al final de la unidad formativa. La versión final española del cuestionario SSI adaptado a la EF (SSI-EF) para analizar la diversión, y la versión española de la Escala Multidimensional de Orientaciones a la Deportividad Multidimensional (MSOS) para analizar la deportividad. Los resultados mostraron diferencias significativas en la diversión percibida al aplicar tanto el modelo híbrido como el MRPS (p < .01). Se concluye afirmando que tanto la intervención a través de un modelo híbrido (MED + TGfU) y mediante el MRPS, genera efectos positivos sobre la diversión del alumnado.

Biografía del autor/a

Alberto Gómez Mármol, Universidad de Murcia

 

 

Citas

Abad, D. (2010). Sportmanship. Sport, Ethics and Philosophy, 4, 27-41.

Antón-Candanedo, A., & Fernández-Río, J. (2017). Hybridizing pedagogical models to improve students’ tactical awareness: a study through the Duni. Ágora para la Educación Física y el Deporte, 19, 257-276.

Baena-Extremera, A., & Granero-Gallegos, A. (2015). Effects of outdoor activities in predicting Physical Education satisfaction. Retos. Nuevas tendencias en educación física, deporte y recreación, 28, 9-14.

Balaguer, I., Atienza, F. L., Castillo, I., Moreno, Y., & Duda, J. L. (1997). Factorial structure of measures of satisfaction/interest in sport and classroom in the case of Spanish adolescents. Abstracts of 4th European Conference of Psychological Assessment, Lisbon, Portugal, 76.

Boixadós, M., Cruz, J., Torregrosa, M., & Valiente, L. (2001). Is fairplay and sportsmanship lost in school-age sport? Apunts, Educación Física y Deportes, 64, 6-16.

Cecchini, J. A., Montero, J., Alonso, A., Izquierdo, M., & Contreras, O. R. (2007). Effects of personal and social responsibility on fair play in sports and self-control in school-aged youths. European Journal of Sport Science, 7, 203-211.

Cervelló, E. M., Moreno-Murcia, J. A., Martínez, C., Ferriz, R., & Moya, M. (2011). The roles of motivational climate, relatedness and goal orientation in predicting dispositional flow in physical education. Revista de Psicología del Deporte, 20, 165-178.

Choi, B. C., & Pak, A. W. P. (2005). A catalog of biases in questionnaires. Preventive Chronic Disease: Public Health Research, Practice and Policy, 2, 1-13.

Cox, A., & Williams, L. (2008). The roles of perceived teacher support, motivational climate, and psychological need satisfaction in students’ physical education motivation. Journal of Sport and Exercise Psychology, 30, 222-239.

Delgado, M., & Llorca, J. (2004). Longitudinal Studies: concept and particularities. Revista española de salud pública, 78, 141-148.

Duda, J. L. (2013). The conceptual and empirical foundations of Empowering Coaching: setting the stage for the PAPA Project. International Journal of Sport and Exercise Psychology, 11, 311-318. doi: 10.1080/1612197X.2013.839414

Duda, J. L., & Nicholls, J. G. (1992). Dimensions of achievement motivation in schoolwork and sport. Journal of Educational Psychology, 84, 1-10.

Escartí, A., Gutiérrez, M., Pascual, C., & Marín, D. (2010). Application of Hellison’s Teaching Personal and Social Responsibility Model in physical education to improve self-efficacy for adolescents at risk of dropping-out of school. The Spanish Journal of Psychology, 13, 667-676.

Gil-Arias, A., Moreno-Arroyo, M. P., Claver, F., Moreno-Domínguez, A., & Del Villar, F. (2016). Manipulation constraints of the task in Physical Education: A proposal from nonlinear pedagogy. Retos. Nuevas tendencias en educación física, deporte y recreación, 29, 22-27.

Giménez, F. J., Abad, M. T., & Robles, J. (2010). The process off training along the sports introduction. Apunts. Educación Física y Deportes, 99, 47-55.

Gómez-Mármol, A., & Sánchez-Alcaraz, B. J. (2015). Influence of enjoyment with sports practice in the development of positive attitudes towards physical education. Tándem, Didáctica de la Educación Física, 48, 56-62.

Gómez-Mármol, A., Sánchez-Alcaraz, B. J., & Bazaco, M. J. (2017). Physical education as a fun subject in secondary education: sedentarism and practice of extracurricular physical-sport activities. Sportis. Scientific Journal of School Sport, Physical Education and Psychomotricity, 3, 605-620. doi: 10.17979/sportis.2017.3.3.1829

Gómez-Mármol, A., Sánchez-Alcaraz, B. J., De la Cruz, E., & Valero, A. (2015). Sportmanship in scholars regarding their gender, stage of education and school environment. E-Balonmano.com: Journal of Sport Science, 11, 209-218.

Granero-Gallegos, A., Baena-Extremera, A., Pérez-Quero, F. J., Ortiz-Camacho, M. M., & Bracho-Amador, C. (2012). Analysis of motivational profiles of satisfaction and importance of physical education in high school adolescents. Journal of Sports Science and Medicine, 11, 614-623.

Gutiérrez, M., & Pilsa, C. (2006). Sportsmanship orientations of physical education students. Apunts, Educación Física y deportes, 86, 86-92.

Gutiérrez, M., & Vivó, P. (2005). Teaching moral reasoning in school physical education classes. Motor. European Journal of Human Movement, 14, 1-22.

Guzmán, J. F., & Carratalá, V. (2006). Psychological mediators and sport motivation in Spanish judokas. International Journal of Sport Science, 5, 1-11.

Hair, J., Anderson, R., Tatham, R., & Black, W. (1998). Multivariate data analysis. New Jersey: Prentice Hall.

Hastie, P. A., & Curtner-Smith, M. D. (2006). Influence of a hybrid Sport Education teaching games for understanding unit on one teacher and his students. Physical Education and Sport Pedagogy, 11, 1-27. doi:10.1080/17408980500466813

Hernández-Andreo, L., Gómez-Mármol, A., & Cifo-Izquierdo, M. I. (2020). Effects on Motivation and Implicit Beliefs about Self ability using the Sports Education Model and the Traditional Style in Secondary Education. Sustainability, 12(9), 38-43. https://doi.org/10.3390/su12093843

Horrocks, R. (1980). Sportsmanship moral reasoning. The Physical Educator, 37, 208-212.

Kavussanu, M., & Roberts, G. C. (2001). Moral functioning in sport: An achievement goal perspective. Journal of Sport & Exercise Psychology, 23, 37–54.

Leo, F. M., Sánchez-Miguel, P. A., Sánchez-Oliva, D., Amado, D., & García-Calvo, T. (2009). Influence of motivational climate created by the coach in sports engagement in young basketball players. Cuadernos de Psicología del Deporte, 9, 48-49.

Li, W., Wright, P., Rukavina, P. B., & Pickering, M. (2008). Measuring student’s perceptions of personal and social responsibility and the relationship to intrinsic motivation in urban physical education. Journal of Teaching in Physical Education, 27, 167-178.

Martínez de Ojeda, D., Puente-Maxera, F., Méndez-Giménez, A., & Mahedero-Navarrete, M. P. (2019). Initial experience with the Sport Education model in primary school first-grade. Students and teachers’ perceptions. Retos. Nuevas tendencias en educación física, deporte y recreación, 36, 203-210.

Meakin, D. C. (1990). How Physical Education can contribute to personal and social education. Physical Education Review, 2, 108-119.

Menéndez, J. I., & Fernández-Río, J. (2016). Hybridizing Sport Education and Teaching for Personal and Social Responsibility: an experience through an educational kickboxing program. Retos. Nuevas tendencias en educación física, deporte y recreación, 30, 113-121.

Moreno-Murcia, J. A., & Vera, J. A. (2011). Model Causal of the Satisfaction with the Life in Adolescent Students of Physical Education. Revista de Psicodidáctica, 16, 367-380.

Ntoumanis, N. A. (2005). prospective study of participation in optional school physical education using a self-determination theory framework. Journal of Educational Psychology, 97, 444-453.

O’Donovan, T. M. (2003). A changing culture? Interrogating the dynamics of peer affiliations over the course of a sport education season. European Physical Education Review, 9, 237-251.

Otzen, T., & Manterola, C. (2017). Sampling Techniques on a Population Study. International Journal of Morphology, 35, 227-232.

Pascual, C., Escartí, A., Llopis, R., & Gutiérrez, M. (2011). Physical education teachers' perceptions about the effects of personal and social responsibility program (PRPS) on the students. Ágora para la educación física y el deporte, 13, 341-361.

Pavón, A., & Moreno, J. A. (2006). University students' opinion on physical education and sport. Revista de Ciencias de la Actividad Física, 8, 25-34.

Pelegrín, A. (2005). Detection and assessment of the impact of unsportsmanlike attitudes during competition. Cuadernos de psicología del deporte, 5, 133-142.

Ramis, Y., Torregrosa, M., Viladrich, C., & Cruz, J. (2013). El apoyo a la autonomía generado por entrenadores, compañeros y padres y su efecto sobre la motivación autodeterminada de deportistas de iniciación. Anales de Psicología, 29(1), 243-248. https://dx.doi.org/10.6018/analesps.29.1.124011

Ruiz, P. A., & Cifo-Izquierdo, M. I. (2020). Analysis of valence, arousal and dominance during the practice of body expression in high school. EmásF, Revista Digital de Educación Física, 11, 9-21.

Sánchez-Alcaraz, B. J., Bejerano, A., Valero, A., Gómez-Mármol, A., & Courel, J. (2018). Sportsmanship, enjoyment and attitudes toward Physical Education among Secondary Education students. Ágora para la Educación Física y el Deporte, 20, 319-340. doi: 10.24197/aefd.2-3.2018.319-340

Sánchez-Alcaraz, B. J., Courel, J., Sánchez, C., Valero, A., & Gómez-Mármol, A. (2020). Personal and social responsibility model through sports: a bibliographic review. Retos. Nuevas tendencias en educación física, deporte y recreación, 37, 755-762.

Sánchez-Alcaraz, B. J., Díaz, A., & Valero, A. (2014). Improving school coexistence through physical education. Saarbrücken: Editorial Académica Española.

Sánchez-Alcaraz, B. J., & Gómez-Mármol, A. (2015). Perception of effort, enjoyment and learning in secondary students in physical education lessons during a Crossft teaching unit. SporTK: Revista Euroamericana de Ciencias del Deporte, 4, 63-68.

Sánchez-Oliva, D., Leo, F. M., Sánchez-Miguel, P. A., Amado, D., & García-Calvo, T. (2010). Relationship between motivational climate created by coach regarding self-determined motivation and the involvement through the practice. International Journal of Sport Science, 20, 177-195.

Schilling, T. A. (2001). An investigation of commitment among participants in an extended day physical activity program. Research Quarterly for Exercise and Sport, 72, 355-365.

Segovia, Y., & Gutiérrez, D. (2020). Perception of Exertion, involvement and physical fitness in a HIIT Program in Physical Education. Sport Education Model VS Traditional Approach. Retos. Nuevas tendencias en educación física, deporte y recreación, 38, 151-158.

Shields, D., & Bredemeier, B. J. (1995). Character development and physical activity. Champaign, IL: Human Kinetics.

Valero-Valenzuela, A., López, G., Moreno-Murcia, J. A., & Manzano-Sánchez, D. (2019). From Students’ Personal and Social Responsibility to Autonomy in Physical Education Classes. Sustainability, 11, 65-89. doi: 10.3390/su11236589

Vallerand, R. J., Brière, N. M., Blanchard, C., & Provencher, P. (1997). Development and validation of the Multidimensional Sportspersonship Orientation Scale. Journal of Sport and Exercise Psychology, 19, 197–206.

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, 285–310. doi: 10.1080/17408980802225818

Yi-Hsiang, P., Chen-Hui, H., I-Sheng, L., & Wei-Ting, H. (2019). Comparison of Learning Effects of Merging TPSR Respectively with Sport Education and Traditional Teaching Model in High School Physical Education Classes. Sustainability, 11, 20-57. doi: 10.3390/su11072057

Publicado
2022-01-06
Cómo citar
Gómez Buendía, Álvaro, Sánchez-Alcaraz Martínez, B., Cifo Izquierdo, M., & Gómez Mármol, A. (2022). Efectos de un modelo híbrido de enseñanza (MED + TGfU) y el modelo de responsabilidad personal y social sobre la deportividad y la diversión en estudiantes de 4º ESO y 1º Bachillerato (Effects of a hybrid teaching model (SEM + TGfU) and the model of perso. Retos, 43, 550-559. https://doi.org/10.47197/retos.v43i0.85928
Sección
Artículos de carácter científico: trabajos de investigaciones básicas y/o aplicadas