Análisis de las percepciones de los profesores iraníes de educación física sobre su uso de la Enseñanza Comprensiva del Deporte (Examining Iranian physical education teachers’ perceptions of their use of Game-Based Approaches)
DOI:
https://doi.org/10.47197/retos.v48.97239Palabras clave:
Teaching Games, Pedagogy, Sports, Students, Physical EducationResumen
Este estudio se llevó a cabo para examinar hasta qué punto las características clave de los enfoques basados en juegos (GBA) son utilizadas por profesores de educación física (EF) iraníes con diferentes géneros y etapas educativas, e identificar los predictores más fuertes de si perciben que están enseñando juegos. a través de GBA. Mediante una encuesta online, 256 profesores de EF (123 mujeres, 40,6% de primaria) cumplimentaron el cuestionario de García-López et al. (2019) que incluía preguntas sobre el contenido de los juegos, la planificación, las estrategias didácticas y la evaluación.
Los resultados mostraron que los profesores de educación física iraníes de la escuela secundaria (SS) y la escuela primaria (PS), además del desarrollo técnico de los estudiantes, consideran las reglas de los juegos como un elemento clave. Estaban interesados en utilizar enfoques temáticos y juegos modificados. Sin embargo, al aumentar las calificaciones de los estudiantes, especialmente después del noveno grado, se redujo la pasión de los maestros por enseñar usando GBA. Los profesores de SS introdujeron más contenido teórico, elementos estructurales, técnicos y tácticos que los profesores de PS. Las mujeres, más que los hombres, usaban GBA en su enseñanza. El uso de problemas tácticos y la complejidad táctica para planificar lecciones por parte de los maestros iraníes fueron los predictores más fuertes de su percepción de si usan GBA en su enseñanza.
Los resultados destacan que el estilo de enseñanza de los profesores de educación física iraníes, especialmente después del 9º y en los niños, debe tenerse en cuenta para promover las capacidades técnicas y tácticas de los estudiantes.
Palabras Clave: Juegos Didácticos, Pedagogía, Deportes, Estudiantes, Educación Física.
Abstract. This study was conducted to examine the extent to which the key features of Game-Based Approaches (GBAs) are used by Iranian Physical Education (PE) teachers with different genders and educational stages, and to identify the strongest predictors of whether they perceive they are teaching games using GBAs. Through an online survey, 256 PE teachers (123 women, 40.6% primary school) completed the questionnaire designed by García-López et al. (2019), which included questions on games content, planning, teaching strategies and assessment. The results showed that Iranian PE secondary school (SS) and primary school (PS) teachers, in addition to focusing on students' technical development, consider games rules as a key element. They were interested in using thematic approaches and modified games. However, the older the students, especially after the 9th grade, the lower was teachers' engagement with teaching through GBAs. SS teachers introduced more theoretical content and structural, technical and tactical elements than PS teachers. The women used GBAs in their teaching more than the men. The use of tactical problems and tactical complexity in the Iranian teachers’ lesson planning were the strongest predictors of their perception of whether they use GBAs in their teaching. The results highlight that Iranian PE teachers’ teaching style, especially in grades above 9th and in boys, must be taken into account to promote students’ technical and tactical capabilities.
Key Words: Teaching Games, Pedagogy, Sports, Students, Physical Education
Citas
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