Pedagogía del aprendizaje no lineal: ¿tiene impacto en la educación física en las escuelas primarias? (Nonlinear learning pedagogy: Does it have an impact on physical education in elementary schools?)
DOI:
https://doi.org/10.47197/retos.v48.97760Palabras clave:
Elementary school, Nonlinear pedagogy, Physical educationResumen
Resumen. La pedagogía no lineal tiene el potencial de ser una estrategia eficaz para la enseñanza y el estudio de la educación física en la escuela primaria, una forma que permite a los estudiantes desarrollar sus habilidades. Este estudio tiene como objetivo determinar si existe un efecto de la preparación de los maestros de educación física en la implementación del aprendizaje de la pedagogía no lineal en Indonesia, Malasia y Filipinas. Este estudio utilizó un método experimental con un diseño de pre-prueba y post-prueba de un grupo. Los participantes de la investigación fueron profesores de educación física en escuelas primarias de Indonesia, Malasia y Filipinas (n = 90). Se utiliza una encuesta en línea de 40 preguntas con un nivel de validez de 0,74 y un nivel de confiabilidad de 0,80 para evaluar la preparación de los maestros para implementar el aprendizaje no lineal. Con la ayuda de una revisión de la literatura, se recopilaron datos secundarios. Los resultados de la prueba t de muestras pareadas revelaron que 0.05 > 0.000, lo que indica que la varianza de los datos era la misma. El resultado de significancia indica que 0.000 < 0.05 (intervalo de confianza = 99%) cuando se observan las varianzas iguales asumidas, lo que significa que se rechaza H0. Según los datos, hay 25 docentes o el 27,8% que están listos para llevar a cabo el aprendizaje de la pedagogía no lineal, 42 docentes o el 46,7% no están preparados y 23 docentes o el 25,5% no están preparados. El aprendizaje de la pedagogía no lineal tiene un efecto en la preparación de los profesores de educación física en los tres países. El efecto buscado es demostrar que los profesores de educación física no están listos para usar la pedagogía no lineal en sus lecciones. La recomendación del hallazgo es que los maestros necesitan capacitación en pedagogía no lineal y un apoyo adecuado para tener éxito en el aprendizaje de la pedagogía no lineal.
Palabras clave: Escuela primaria, Pedagogía no lineal, Educación física.
Abstract. Nonlinear pedagogy has the potential to be an effective strategy for teaching and studying physical education in elementary school a way that allows students to develop their skills. This study aims to determine whether there is an effect of physical education teacher readiness in implementing nonlinear pedagogy learning in Indonesia, Malaysia, and the Philippines. This Study used an experimental method with one group pre-test-post-test design. The research participants were physical education teachers in elementary schools in Indonesia, Malaysia, and the Philippines (n = 90). 40 question online survey with a validity level of 0.74 and a reliability level of 0.80 is used to assess teacher preparedness for implementing nonlinear learning. With the aid of a literature review, secondary data was gathered. The paired sample t-test results revealed that 0.05 > 0.000, indicating that the data variance was the same. The significance result indicates that 0.000 < 0.05 (confidence interval = 99%) when looking at the assumed equal variances, which means that H0 is rejected. According to the data, there are 25 teachers or 27,8% who are ready to carry out nonlinear pedagogy learning, 42 teachers or 46,7% are not ready, and 23 teachers or 25,5% are unprepared. Nonlinear pedagogy learning has an effect on PE teachers' readiness in the three countries. The intended effect is to demonstrate that PE teachers are not ready to use nonlinear pedagogy in their lessons. The recommendation from the finding is that teachers need training in nonlinear pedagogy and adequate support to succeed in nonlinear pedagogy learning.
Key words: Elementary school, Nonlinear pedagogy, Physical education.
Citas
Bruno, L. E. (2020). Teacher Readiness in Adapted Physical Education: Teaching the “Able,” Not the “Label.” Journal of Physical Education, Recreation and Dance, 91(4), 14–21. https://doi.org/10.1080/07303084.2020.1720871
Buendía, Á. G., Martínez, B. J. S. A., Izquierdo, M. I. C., & Mármol, A. G. (2021). Effects of a hybrid teaching model (SEM + TGfU) and the model of personal and social responsibility on sportsmanship and enjoyment in 4° Secondary and 1° Baccalaureate students. Retos, 43(1995), 550–559. https://doi.org/10.47197/RETOS.V43I0.85928
Carranza-Bautista, D. (2020). Sports or physical activity management: global intervention model. Retos, 2041(39), 961–972.
Chow, J. Y. (2013). Nonlinear Learning Underpinning Pedagogy: Evidence, Challenges, and Implications. Quest, 65(4), 469–484. https://doi.org/10.1080/00336297.2013.807746
Chow, J. Y., & Atencio, M. (2014). Complex and nonlinear pedagogy and the implications for physical education. Sport, Education and Society, 19(8). https://doi.org/10.1080/13573322.2012.728528
Chow, J. Y., Davids, K., Button, C., Renshaw, I., Shuttleworth, R., & Uehara, L. (2009). Nonlinear Pedagogy: Implications for Teaching Games for Understanding. Teaching Games for Understanding - Simply Good Pedgagogy: Understanding a Complex Challenge, 14–17.
Chow, J. Y., Davids, K., Button, C., Shuttleworth, R., Renshaw, I., & Araújo, D. (2006). Nonlinear pedagogy: A constraints-led framework for understanding emergence of game play and movement skills. Nonlinear Dynamics, Psychology, and Life Sciences, 10(1).
Chow, J. Y., Komar, J., Davids, K., & Tan, C. W. K. (2021). Nonlinear Pedagogy and its implications for practice in the Singapore PE context. Physical Education and Sport Pedagogy, 26(3), 230–241. https://doi.org/10.1080/17408989.2021.1886270
Coppola, R., Schembri, R., Manzo, G., & Sgrò, F. (2021). Possible use of technological tools in outdoor movement education. Journal of Physical Education and Sport, 21(1), 702–708. https://doi.org/10.7752/jpes.2021.s1086
Crotti, M., Rudd, J. R., Roberts, S., Boddy, L. M., Fitton Davies, K., O’Callaghan, L., … Foweather, L. (2021). Effect of Linear and Nonlinear Pedagogy Physical Education Interventions on Children’s Physical Activity: A Cluster Randomized Controlled Trial (SAMPLE-PE). Children, 8(1), 49. https://doi.org/10.3390/children8010049
Daryl Siedentop, Peter A. Hastie, H. van der M. (2011). Complete Guide to Sport Education. United States of America: Human Kinetics.
Del Valle Díaz, S., Cruz, E. C., Cabello, E. V., & de la Vega Marcos, R. (2022). Keys to learning Physical Education during confinement. Retos, 2041(43), 875–886. https://doi.org/10.47197/RETOS.V43I0.89263
Fedorov, A., Ilaltdinova, E., Guseva, L., & Frolova, S. (2021). Convention of Generations in the Modern Educational Environment. Journal of Intergenerational Relationships, 19(4), 459–477. https://doi.org/10.1080/15350770.2020.1791780
Gaetano, R. (2012). Motor learning and didactics into physical education and sport documents in middle school-first cycle of education in Italy. Journal of Physical Education and Sport, 12(2), 157–163.
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/10.1080/17408989.2019.1628931
Gard, M., Hickey-Moodey, A., & Enright, E. (2013). Youth culture, physical education and the question of relevance: After 20 years, a reply to Tinning and Fitzclarence. Sport, Education and Society, 18(1), 97–114. https://doi.org/10.1080/13573322.2012.690341
Gómez-Criado, C., & Valverde-Esteve, T. (2020). Nonlinear pedagogy and its application in a volleyball didactic unit: a practical approach (La pedagogía no lineal y su aplicación en una unidad didáctica de voleibol: un enfoque práctico). Retos, 2041(39), 805–810. https://doi.org/10.47197/retos.v0i39.78223
Guangxin, L., Dunguo, R., & Qichen, Z. (2022). On the four basic problems of harmonious physical education teaching. Journal of Physical Education and Sport, 22(5), 1297–1303. https://doi.org/10.7752/jpes.2022.05162
Harvey, S., Gil-Arias, A., & Claver, F. (2020). Effects of teaching games for understanding on tactical knowledge development in middle school physical education. Journal of Physical Education and Sport, 20(3), 1369–1379. https://doi.org/10.7752/jpes.2020.03189
Hasani, A., Juansah, D. E., Sari, I. J., & El Islami, R. A. Z. (2021). Conceptual frameworks on how to teach stem concepts in bahasa indonesia subject as integrated learning in grades 1–3 at elementary school in the curriculum 2013 to contribute to sustainability education. Sustainability (Switzerland), 13(1), 1–15. https://doi.org/10.3390/su13010173
Henriksen, D., Richardson, C., & Mehta, R. (2017). Design thinking: A creative approach to educational problems of practice. Thinking Skills and Creativity, 26(March), 140–153. https://doi.org/10.1016/j.tsc.2017.10.001
Hortiguela –Alcala, D., Hernando-Garijo, A., & Pérez-Pueyo, Á. (2021). *Universidad de Burgos (España), **Universidad de León (España). Retos, 2041, 764–774. Retrieved from https://recyt.fecyt.es/index.php/retos/article/view/86368/64140
Hortigüela, D., Fernández-Río, J., & Pérez-Pueyo, A. (2016). Long-term effects of the pedagogical approach on the perceptions of physical education by students and teachers. Journal of Physical Education and Sport, 16(4), 1326–1333. https://doi.org/10.7752/jpes.2016.04210
Hutter, R. I., Oldenhof-Veldman, T., Pijpers, J. R., & Oudejans, R. R. D. (2017). Professional Development in Sport Psychology: Relating Learning Experiences to Learning Outcomes. Journal of Applied Sport Psychology, 29(1), 1–16. https://doi.org/10.1080/10413200.2016.1183152
Jaakkola, T., Yli-Piipari, S., Barkoukis, V., & Liukkonen, J. (2017). Relationships among perceived motivational climate, motivational regulations, enjoyment, and PA participation among Finnish physical education students. International Journal of Sport and Exercise Psychology, 15(3), 273–290. https://doi.org/10.1080/1612197X.2015.1100209
Komar, J., Potdevin, F., Chollet, D., & Seifert, L. (2019). Between exploitation and exploration of motor behaviours: unpacking the constraints-led approach to foster nonlinear learning in physical education. Physical Education and Sport Pedagogy, 24(2), 133–145. https://doi.org/10.1080/17408989.2018.1557133
Lee, M. C. Y., Chow, J. Y., Button, C., & Tan, C. W. K. (2017). Nonlinear Pedagogy and its role in encouraging twenty-first century competencies through physical education: a Singapore experience. Asia Pacific Journal of Education, 37(4), 483–499. https://doi.org/10.1080/02188791.2017.1386089
Lindgren, R., & Barker, D. (2019). Implementing the Movement-Oriented Practising Model (MPM) in physical education: empirical findings focusing on student learning. Physical Education and Sport Pedagogy, 24(5), 534–547. https://doi.org/10.1080/17408989.2019.1635106
Maksymchuk, I., Maksymchuk, B., Frytsiuk, V., Matviichuk, T., Demchenko, I., Babii, I., … Savchuk, I. (2018). Developing pedagogical mastery of future physical education teachers in higher education institutions. Journal of Physical Education and Sport, 18(2), 810–815. https://doi.org/10.7752/jpes.2018.02119
Martín-Barrero, A., & Camacho Lazarraga, P. (2020). El diseño de tareas de entrenamiento en el fútbol desde el enfoque de la pedagogía no lineal. Retos, 2041(38), 768–772.
Merino, R., & Lizandra, J. (2022). The hybridization of the pedagogical models of cooperative learning and adventure education as a didactic strategy for enhancing the coexistence and conflict management in class: A practical experience from the physical education and tutoring lessons. Retos, 2041(43), 1037–1048. https://doi.org/10.47197/RETOS.V43I0.86289
Moy, B., Renshaw, I., Davids, K., & Brymer, E. (2019). Preservice teachers implementing a nonlinear physical education pedagogy. Physical Education and Sport Pedagogy, 24(6), 565–581. https://doi.org/10.1080/17408989.2019.1628934
Padial-Ruz, R., García-Molina, R., González-Valero, G., & Ubago-Jiménez, J. L. (2022). Physical activity and movement integrated into the second language teaching from an early age: A systematic review. Retos, 45(2014), 876–888. https://doi.org/10.47197/retos.v44i0.91506
Patey, M. J., Jin, Y. K., Ahn, B., Lee, W. Il, & Yi, K. J. (2019). “For everyone, but mission impossible” health and physical educators’ perspectives on inclusive learning environments. Journal of Physical Education and Sport, 19(4), 2477–2483. https://doi.org/10.7752/jpes.2019.04376
Rekaa, H., Hanisch, H., & Ytterhus, B. (2019). Inclusion in Physical Education: Teacher Attitudes and Student Experiences. A Systematic Review. International Journal of Disability, Development and Education, 66(1), 36–55. https://doi.org/10.1080/1034912X.2018.1435852
Renshaw, I., Davids, K., & Savelsbergh, G. J. P. (2010). Motor Learning in Practice. In Motor Learning in Practice. https://doi.org/10.4324/9780203888100
Rudd, J. R., Woods, C., Correia, V., Seifert, L., & Davids, K. (2021). An ecological dynamics conceptualisation of physical ‘education’: Where we have been and where we could go next. Physical Education and Sport Pedagogy, 26(3), 293–306. https://doi.org/10.1080/17408989.2021.1886271
Servilha de Lucca, M. H., Impolcetto, F. M., & Ginciene, G. (2021). Possibilities for teaching the technical conceptual knowledge of handball in a didactic unit based on Sport Education (Posibilidades para la enseñanza de los conocimientos técnicos conceptuales del balonmano en una unidad didáctica basada en la Educación. Retos, 44, 395–404. https://doi.org/10.47197/retos.v44i0.90930
Shaturaev, Jakhongir, G. B. (2021). Indigent Condition in Education and Low Academic Outcomes in Public Education System of Indonesia and Uzbekistan. Архив Научных Исследований, 1(1), 1–11. Retrieved from http://journal.tsue.uz/index.php/archive/article/view/247
Silverman, S. (2017). Attitude research in physical education: A review. Journal of Teaching in Physical Education, 36(3), 303–312. https://doi.org/10.1123/jtpe.2017-0085
Susanto, E., Mulyaningsih, F., Mujriah, Satriawan, R., & Sulfandi. (2022). Distance Learning: Does It Have an Impact on the Readiness of Physical Education Teachers in Coastal Areas? Physical Education Theory and Methodology, 22(3), 338–345. https://doi.org/10.17309/tmfv.2022.3.06
Sutapa, P., Prasetyo, Y., Pratama, K. W., Karakauki, M., Mustapha, A., Idrus, S. Z. S., & Sutapa, P. (2020). Motor Development Index (MDI) Based on Combination of Human Development Index (HDI) and Sport Development Index (SDI) as a Success Parameter of Motor Development among Preschool Children: An Observational Study. Journal of Physics: Conference Series, 1529(3). https://doi.org/10.1088/1742-6596/1529/3/032003
Syrmpas, I., Digelidis, N., Watt, A., & Vicars, M. (2017). Physical education teachers’ experiences and beliefs of production and reproduction teaching approaches. Teaching and Teacher Education, 66, 184–194. https://doi.org/10.1016/j.tate.2017.04.013
Szczepaniak, M. (2020). Public sport policies and health: Comparative analysis across European union countries. Journal of Physical Education and Sport, 20(2), 1022–1030. https://doi.org/10.7752/jpes.2020.s2142
Tani, G., Bastos, F. H., Silveira, S. R., Basso, L., & Corrêa, U. C. (2021). Professional learning in physical education in Brazil: issues and challenges of a complex system. Sport, Education and Society, 26(7), 773–787. https://doi.org/10.1080/13573322.2020.1818557
Trecroci, A., Invernizzi, P. L., Monacis, D., & Colella, D. (2022). Physical Illiteracy and Obesity Barrier: How Physical Education Can Overpass Potential Adverse Effects? A Narrative Review. Sustainability (Switzerland), 14(1). https://doi.org/10.3390/su14010419
Troyer, M. (2019). Teachers’ adaptations to and orientations towards an adolescent literacy curriculum. Journal of Curriculum Studies, 51(2), 202–228. https://doi.org/10.1080/00220272.2017.1407458
Turan, M. B., & Koç, K. (2018). The impact of self-directed learning readiness on critical thinking and self-efficacy among the students of the school of physical education and sports. International Journal of Higher Education, 7(6), 98–105. https://doi.org/10.5430/ijhe.v7n6p98
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
