Impacto de Dos Unidades Didácticas de Educación Deportiva sobre Objetivos de Aprendizaje en Educación Primaria
Abstract
Los objetivos del estudio fueron: (a) explorar el efecto de dos unidades didácticas de educación deportiva (baloncesto y floorball) sobre el rendimiento de juego y el conocimiento de alumnado de educación primaria, de acuerdo con su nivel de habilidad, y (b) conocer si hubieron diferencias de acuerdo con el deporte (baloncesto y floorball). Los participantes fueron 33 alumnos de dos clases de educación primaria. El estudio siguió un enfoque de métodos mixtos. Dos unidades didácticas (baloncesto y floorball) fueron aplicadas en dos clases diferentes, una que experimentó con baloncesto y la otra con floorball. Los datos cuantitativos se obtuvieron a través de un diseño pre-experimental pretest-postest. Se analizaron variables relacionadas con el rendimiento de juego (toma de decisión, ejecución técnica, rendimiento de juego, implicación en el juego) y el conocimiento. Los resultados de aprendizaje del alumnado fue también analizado utilizando datos cualitativos del: (a) análisis realizado por expertos y (b) la percepción de los propios alumnos y el maestro. Los resultados fueron afectados por el deporte enseñado y el nivel de habilidad del alumnado. El maestro enfatizó que fue complejo para el alumnado de primaria comprender determinados conceptos tácticos y técnicos, especialmente en floorball. En educación primaria, la experiencia previa del alumnado con el contenido y el nivel de habilidad condicionó los resultados de las variables relacionadas con el rendimiento de juego y el conocimiento. Se sugiere que las unidades didácticas basadas en el modelo de educación deportiva en deportes de invasión con implemento, como ocurre en floorball en educación primaria, podría requerir de una instrucción más concreta y unidades didácticas más largas con el fin de garantizar un nivel mínimo de aprendizaje técnico y táctico.
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