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
Alimohammadi, H., Sohrabi, M., & Saberi, A. (2017). Teaching Methods of Physical Education Teachers as Predictors for Achievement Motivation of their Students. Studies in Learning & Instruction, 9(1), 129–141.
Almond, L. (1986). Reflecting on themes: a games classification. In In R. Thorpe, D. Bunker, & L. Almond (Eds.), Rethinking games teaching (pp. 71-72). Loughborough University of Technology.
Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59, 389–407. https://doi.org/https://doi.org/10.1177/0022487108324554
Baños, R., Ortiz-Camacho, M. D., Baena-Extremera, A., & Zamarripa, J. (2018). Effect of teachers’ gender on the importance of physical education, motivational climate, disruptive behaviors, future practice intentions, and academic performance. Retos, 33, 252-257. https://doi.org/https://doi.org/10.47197/retos.v0i33.59991
Bryman, A. (2016). Social Research Methods (fifth ed.). Oxford University Press.
Bunker, D., & Thorpe, R. (1982). A model for the teaching of games in secondary schools. Bulletin of Physical Education, 18(1), 5-8.
Butler, J. I., & McCahan, B. J. (2005). Teaching Games for Understanding as a Curriculum Model. In L. B. E. J. Griffin (Ed.), In Teaching Games for Understanding: Theory, Research, and Practice (pp. 33–54). Windsor: Human Kinetics.
Díaz-Cueto, M., Hernández-Álvarez, J., & Castejón, F. (2010). Teaching games for understanding to in-service physical education teachers: Rewards and barriers regarding the changing model of teaching Sport. Journal of Teaching in Physical Education, 29(4), 378–398. https://doi.org/https://doi.org/10.1123/jtpe.29.4.378
Fernandez-Rivas, M., & Espada, M. (2020). Physical education teachers’ use of and feeling for teaching styles. Journal of Physical Education and Sport, 20(1), 3–13. https://doi.org/https://doi.org/10.7752/jpes.2020.01001
García-López, L. M., & Gutiérrez, D. (2016). Aprendiendo a Enseñar Deporte. Modelos de Enseñanza Comprensiva y Educación Deportiva. INDE.
García-López, L. M., Gutiérrez, D., Sánchez-Mora, D., & Harvey, S. (2019). Teachers’ use of teaching games for understanding in Central Spain. Physical Education and Sport Pedagogy, 24(5), 463–477. https://doi.org/https://doi.org/10.1080/17408989.2019.1628931
Gibson, J. J. (1979). The Ecological Approach to Visual Perception. Houghton-Mifflin. https://doi.org/ https://doi.org/10.1002/bs.3830260313
Gil-Arias, A., Diloy-Peña, S., Sevil-Serrano, J., García-González, L., & Abós, Á. (2021). A Hybrid TGfU/SE Volleyball Teaching Unit for Enhancing Motivation in Physical Education: A Mixed-Method Approach. International Journal of Environmental Research and Public Health, 18(1), 1-20. https://doi.org/http://dx.doi.org/10.3390/ijerph18010110
Gómez, V. M., Salvador-Garcia, C., Chiva-Bartoll, O., & Maravé-Vivas, M. (2022). Analysis of the motivational climate in Physical Education from the use of the Teaching Games for Understanding model. Retos, 44, 1063-1072.
Griffin, L. L., Brooker, R., & Patton, K. (2005). Working towards legitimacy: Two decades of teaching games for understanding. Physical Education and Sport Pedagogy, 10(3), 213–223. https://doi.org/https://doi.org/10.1080/17408980500340703
Gutierrez, D., & García-López, L. M. (2012). Gender differences in game behaviour in invasion games. Physical Education and Sport Pedagogy, 17(3), 289-301. https://doi.org/https://doi.org/10.1080/17408989.2012.690379
Gutiérrez, D., & García-López, L. M. (2015). Theory and practice of game-based approaches in school context (II). Agora for Physical Education and Sport, 17(1), 3-14.
Hall-López, J. A., & Ochoa-Martínez, P. Y. (2023). Gender gap in the participation of physical education motor tasks Retos, 48, 298-303.
Harvey, S. (2016). Dilemmas Facing Physical Education Teachers’ When Teaching Using Game-Centered Approaches. Cultura Ciencia Deporte 11 (33), 181–184. https://doi.org/http://dx.doi.org/10.12800/ccd.v11i33.762
Harvey, S., Cushion, C. J., & Sammon, P. (2015). Dilemmas faced by pre-service teachers when learning about and implementing a game-centred approach. European Physical Education Review, 21(2), 238–256. https://doi.org/https://doi.org/10.1177/1356336X14560773
Harvey, S., & Jarrett, K. (2014). A review of the game-centred approaches to teaching and coaching literature since 2006. Physical Education and Sport Pedagogy, 19(3), 278–300. https://doi.org/https://doi.org/10.1080/17408989.2012.754005
Hastie, P., & Mesquita, I. (2016). Sport-based physical education. . In I. C. E. (Ed.) (Ed.), Routledge handbook of physical education pedagogies (pp. 664). Routledge.
Hortigüela-Alcalá, D., González-Víllora, S., & Hernando-Garijo, A. (2021). Do we really assess learning in physical education? Teachers’ perceptions at different educational stages. Retos, 42(643-654).
Katoozian, B., Mirzazadeh, Z. S., Azimzadeh, M., & Keshtidar, M. (2015). Examining the sitution of physical education in primary school using SWOT matrix Novel Approaches in Sport Management, 3(11), 47–56.
Kirk, D. (2010). Physical Education Futures. Routledge.
Mateo-Orcajada, A., Abenza-Cano, L., Vaquero-Cristóbal, V., Martínez-Castro, M. S., Leiva-Arcas, A., Gallardo-Guerrero, A. M., & Sánchez-Pato, A. (2021). Gender Stereotypes among Teachers and Trainers Working with Adolescents. International Journal of Environmental Research and Public Health, 18(24), 1-10. https://doi.org/https://doi.org/10.3390/ijerph182412964
Mitchell, S. A., Oslin, J. L., & Griffin, L. L. (2006). Teaching Sport Concepts and Skills. A Tactical Games Approach (2nd ed.). Human Kinetics.
Mohammadi, M., Solymani Balavi, O., Jahani, J., Shafiei Sarvestan, M., & Daryanoosh, F. (2019). The Impact of the “TGFU” Approach on Students’ Sport Skills in Secondary First Course (In Persian). Studies in Learning & Instruction, 11(1), 163–182.
National Curriculum Document. (2011). Secretariat of the Curriculum Production Plan.
Oslin, J. L., Mitchell, S. A., & Griffin, L. L. (1998). The Game Performance Assessment Instrument (GPAI): Development and Preliminary Validation. Journal of Teaching in Physical Education, 17(2), 231–243. https://doi.org/https://doi.org/10.1123/jtpe.17.2.231
Otero-Saborido, Carmona-Márquez, J., Albornoz-Cabello, M., Calvo Lluch, A., & Díaz-Mancha, J. A. (2014). Teacher´s methodology of invasion games in primary child. Revista Internacional de Medicina y Ciencias de la Actividad Física y del Deporte, 14(53), 69-87. https://doi.org/https://doi.org/http://hdl.handle.net/10486/660056
Peral-Suárez, Á., Cuadrado-Soto, E., Perea, J. M., Navia, B., López-Sobaler, A. M., & Ortega, R. M. (2020). Physical activity practice and sports preferences in a group of Spanish schoolchildren depending on sex and parental care: A gender perspective. BMC Pediatr, 20(337), 1–10. https://doi.org/https://doi.org/10.1186/s12887-020-02229-z
Physical Education and Health Curriculum Guide for the First Level Secondary School. (2016). In Department of Physical Education Curriculum (Ed.), (pp. 8-20). Tehran: Compilation Office of Textbooks of the Research and Educational Planning Organization of the Ministry of Education.
Pill, S. (2011). Teacher Engagement with Teaching Games for Understanding - Game Sense in Physical Education. Journal of Physical Education & Sport, 11(2), 115–123.
Salehi Omran, E., Javadipour, M., & Mohammadizad, S. (2015). The amount of educational goals achievement in physical education course in elementary schools of Mazandaran province. Management and Sport Development: A Biannual Journal, 2(7), 124–135.
Silva, R., Farias, C., & Mesquita, I. (2021). Challenges faced by preservice and novice teachers in implementing student-centred models: A systematic review European Physical Education Review, 27(4), 1-19. https://doi.org/https://doi.org/10.1177/1356336X21995216
Smith, W. (2014). Fundamental movement skills and fundamental games skills are complementary pairs and should be taught in complementary ways at all stages of skill development. Sport, Education and Society, 21(3), 431-442. https://doi.org/https://doi.org/10.1080/13573322.2014.927757
Stolz, S., & Pill, S. (2014). Teaching games and sport for understanding: Exploring and reconsidering its relevance in physical education. European Physical Education Review, 20(1), 36–71. https://doi.org/https://doi.org/10.1177/1356336X13496001
Stran, M., Sinelnikov, O., & Woodruff, E. (2012). Pre-service teachers’ experiences implementing a hybrid curriculum: Sport Education and Teaching Games for Understanding European Physical Education Review, 18(3), 287–308.
Teaching Games for Understanding Special Interest Group. (2021). Game-Based Approach consensus statement. http://www.tgfu.info/consensus-statement.html
Thorpe, R., & Bunker, D. (1989). A changing focus in games teaching. In L. Almond (Ed.), In: The Place of Physical Education in Schools (pp. 42-81). Kogan Page.
Thorpe, R., Bunker, D., & Almond, L. (1984). A change in focus for the teaching of games. In Sport Pedagogy. Olympic Scientific Congress Proceedings,
Thorpe, R., Bunker, D., & Almond, L. (1986). Rethinking Games Teaching. Department of Physical Education and Sport Science, University of Technology of Loughborough.
Wang, C. L., & Ha, A. (2009). Pre-service teachers’ perception of Teaching Games for Understanding: A Hong Kong perspective. European Physical Education Review, 15(3), 407–429. https://doi.org/https://doi.org/10.1177/1356336X09364724
Zolghadri, P., Kian, M., Aliasgari, M., & Elahi, A. R. (2019). Pathology of the Implementation of Physical Education and Health Curriculum in First Level Secondary School, based on Aker Model. (Persian) Research on Educational Sport, 7(17), 229-252. https://doi.org/https://doi.org/10.22089/RES.2019.5941.1475
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2023 Retos
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
Los autores que publican en esta revista están de acuerdo con los siguientes términos:
- Los autores conservan los derechos de autor y garantizan a la revista el derecho de ser la primera publicación de su obra, el cuál estará simultáneamente sujeto a la licencia de reconocimiento de Creative Commons que permite a terceros compartir la obra siempre que se indique su autor y su primera publicación esta revista.
- Los autores pueden establecer por separado acuerdos adicionales para la distribución no exclusiva de la versión de la obra publicada en la revista (por ejemplo, situarlo en un repositorio institucional o publicarlo en un libro), con un reconocimiento de su publicación inicial en esta revista.
- Se permite y se anima a los autores a difundir sus trabajos electrónicamente (por ejemplo, en repositorios institucionales o en su propio sitio web) antes y durante el proceso de envío, ya que puede dar lugar a intercambios productivos, así como a una citación más temprana y mayor de los trabajos publicados (Véase The Effect of Open Access) (en inglés).
Esta revista sigue la "open access policy" de BOAI (1), apoyando los derechos de los usuarios a "leer, descargar, copiar, distribuir, imprimir, buscar o enlazar los textos completos de los artículos".
(1) http://legacy.earlham.edu/~peters/fos/boaifaq.htm#openaccess