La realidad de los deportes colectivos en la Enseñanza Secundaria. Cómo planifican e intervienen los profesores de Murcia (The reality of sports game in the Secondary School. How to to planning and involved teachers of Murcia)
DOI:
https://doi.org/10.47197/retos.v0i16.34965Keywords:
deportes de equipo, planificación, enseñanza, Secundaria (sports game, planning, education, Secondary)Abstract
La finalidad de esta investigación fue conocer la realidad educativa del deporte escolar en las clases de Educación Física en la Enseñanza Secundaria en el Municipio de Murcia. Se analizó una muestra de 25 profesores a los que se les suministró un cuestionario donde se les preguntó cómo planifican e intervienen en los deportes de equipo. Los datos fueron tratados usando el paquete estadístico SPSS mediante estadísticos descriptivos. Los resultados mostraron que los docentes dedicaron gran parte de su tiempo a enseñar deportes colectivos. Con respecto a la intervención utilizaron una estrategia en la práctica global en un 44%. La intención que tuvieron al dar información fue ajustada a un modelo tradicional (76%). El conocimiento de resultados fue dirigido sobre todo al proceso (92%) y dentro de éste a la ejecución (76%) y toma de decisiones (64%). La principal conclusión es que los deportes colectivos es un contenido de gran interés para desarrollar la asignatura de educación física no utilizando para ello una intervención que se adecue a un modelo de enseñanza claro.
Abstract: The purpose of this investigation was to determine the situation of sports in schools in the Secondary School of Murcia. We analyzed a sample of 25 teachers who were presented a questionnaire which examined how to planning and involved of sports game. The information has been treated using the statistical package SPSS by means of descriptive statisticians.The results showed that the teachers surveyed spent much of their time on teaching collective sports. Regarding intervention used the practice strategy global (44%). The intention when it came to information adjusted to a traditional model explanation (76%), The knowledge of the results was directed especially to the process (92%) and within this the implementation (76%) and decision-making (64%). The main conclusion is that collective sports is a great interest in developing the physical education course, not using an intervention that is appropriate to clear a teaching model.
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