¿Harry Potter en Educación Deportiva? Percepciones del profesor, estudiantes y familias
Resumen
El objetivo de este estudio fue examinar las percepciones del profesor, estudiantes y familias de una temporada de Educación Deportiva de quidditch-muggle. 52 estudiantes de 6º de Educación Primaria de un colegio participaron en la investigación. Se llevó a cabo un estudio de caso. Un profesor de Educación Física experto en el modelo de Educación Deportiva participó en el estudio y dirigió la temporada de quidditch-muggle (17 sesiones; 60 minutos por sesión, dos días a la semana). Finalmente, 45 familias, esto es un 86,52% del total de la muestra, aceptaron participar y proporcionar sus puntos de vista acerca de la experiencia de Harry Potter de sus hijos. Se utilizaron diferentes instrumentos de recogida de datos: diario del profesor, preguntas abiertas del alumnado, preguntas abierta de las familias y grupos de discusión del alumnado. Del análisis de datos se extrajeron cuatro categorías positivas: diversión, novedad, aprendizaje y autoconstrucción y una negativa: competitividad. El profesor, el alumnado y las familias destacaron la utilidad del modelo a pesar de la competitividad presente.
Descargas
Citas
Bessa, C., Hastie, P., Araújo, R., & Mesquita, I. (2019). What do we know about the development of personal and social skills within the sport Education Model: a Systematic Review. Journal of Sports, Science, and Medicine, 18, 812-829.
Buchanan, A. M., & Barrow, B. (2016). The Table Tennis Triathlon: An Integrated Sport Education Season. Journal of Physical Education, Recreation & Dance, 87(1), 25-31. https://doi.org/10.1080/07303084.2015.1109490
Bunker, D., & Thorpe, R. (1982). A model for the teaching of games in secondary schools. Bulletin of Physical Education, 18(1), 5-8.
Calderón, A., Hastie, P. A., & Martinez de Ojeda, D. (2011). Sport Education Model: Physical Education for the new millenium? Revista Española de Educación Física y Deportes, 395, 63-79.
Casey, A. (2014). Models-based practice: great white hope or white elephant? Physical Education and Sport Pedagogy, 19(1), 18-34. https://doi.org/10.1080/17408989.2012.726977
Casey, A. (2016). Models-Based Practice. In C.D. Ennis (ed.). Handbook of Physical Education Pedagogy (chapter 6). London: Routledge.
Chen, Y. J., Sinelnikov, O. A., & Hastie, P. A. (2013). Professional development in physical education: introducing the sport education model to teachers in Taiwan. Asia-Pacific Journal of Health, Sport and Physical Education, 4(1), 1-17. https://doi.org/10.1080/18377122.2013.760424
Chong, S., & Penney, D. (2013). Promoting social and emotional learning outcomes in physical education: insights from a school-based research project in Singapore. Asia-Pacific Journal of Health, Sport and Physical Education, 4(3), 267-286. https://doi.org/10.1080/18377122.2013.836768
Cohen, A., & Peachey, J. W. (2015). Quidditch: impacting and benefiting participants in a non-fictional manner. Journal of Sport and Social Issues, 39(6), 1-24. https://doi.org/10.1177/0193723514561549
Cohen. A, Brown, B., & Peachey, J. W. (2012). The intersection of pop culture and non-traditional sports: an examination of the niche market of quidditch. International Journal of Sport Management and Marketing, 12(3/4), 180-197.
Cohen, A., Melton, E., & Peachey, J. W. (2014). Investigating a coed sport’s ability to encourage inclusion and equality. Journal of Sport Management, 28, 220-235.
Cuevas, R., García-López, L. M., & Contreras, O. (2015). Influence of the Sport Education Model in the psychological basic needs. Cuadernos de Psicología del Deporte, 15(2), 155-162, 2015.
Curnow, J., & Macdonald, D. (1995). Can Sport Education be gender inclusive: A case study in an upper primary school. ACHPER Healthy Lifestyles Journal, 42, 9-11.
Deci, E. L., & Ryan, R. M. (1985). The general causality orientations scale: Self-determination in personality. Journal of Research in Personality, 19, 109-134.
Denzin, N. K., & Lincoln, Y. S. (1994). Handbook of qualitative research. Thousand Oaks, CA: Sage. https://doi.org/10.4135/9781848607927
Evangelio, C., Sierra-Díaz, J., González-Víllora, S., & Fernández-Río, J. (2018). The sport education model in elementary and secondary education: a systematic review. Movimiento, 24(3), 931-946. https://doi.org/10.22456/1982-8918.81689
Farias, C., Valério, C., & Mesquita, I. (2018). Sport Education as a curriculum approach to student learning of invasion games: effects on game performance and game involvement. Journal of Sports Sciences and Medicine, 17, 56-65.
Farias, C., Harvey, S., Hastie, P. A., & Mesquita, I. (2019). Effects of situational constraints on students’ game-play development over three consecutive Sport Education seasons of invasion games. Physical Education and Sport Pedagogy, 24(3), 267-286. https://doi.org/10.1080/17408989.2019.1571184
Farias, C., Mesquita, I., & Hastie, P. A. (2019). Student game-play performance in invasion games following three consecutive hybrid Sport Education seasons. European Physical Education Review, 25(3), 691-712. https://doi.org/10.1177/1356336X18769220
Fernandez-Rio, J., & Mendez-Gimenez, A. (2012). Innovative practice thorugh the use of self-made materials. In B. Dyson and A. Casey (eds.) Cooperative learning in physical education (pp. 42-56). Routledge.
Fernández-Río, J., & Menéndez-Santurio, J. I. (2017). Teachers and students’ perceptions of a hybrid Sport Education and Teaching for Personal and Social Responsibility learning unit. Journal of Teaching in Physical Education, 36(2), 185-196.
Fernández-Río, J., & Casey. A. (2020). Sport Education as cooperative learning endevour. Physical Education and Sport Pedagogy. https://doi.org/10.1080/17408989.2020.1810220
Fernández-Río, J., Méndez-Giménez, A., & Méndez-Alonso, D. (2013). Effects of the three instructional approaches in adolescents’ physical self-concept. Cultura y Educación, 25(4), 509-521.
Fittipaldi-Wert, J., S. J. Brock, P. A. Hastie, J. B. Arnold, & A. Guarino (2009). Effects of a sport Education curriculum model on the experiences of students with visual impairments. Palaestra 24(3), 6–10.
García-López, L. M., & Gutierrez, D. (2015). The effects of a sport education season on empathy and assertiveness. Physical Education and Sport Pedagogy, 20(1), 1–16.
Gonzalez-Cutre, D., & Sicilia, A. (2019). The importance of novelty satisfaction for multiple positive outcomes in physical education. European Physical Education Review. https://doi.org/10.1177/1356336X18783980
Gonzalez-Cutre, D., Sicilia, A., Sierra, A. C., Ferriz, R., & Hagger, M. S. (2016). Understanding the need for novelty from the perspective of self-determination theory. Personality and Individual Differences 102, 159-169. https://doi.org/10.1016/j.paid.2016.06.036
Gonzalez-Cutre, D., Sicilia, A., Sierra, A. C., Ferriz, R., & Hagger, M. (2016). Understanding the need for novelty from the perspective of self-determination heory. Personality and Individual Dfferences, 102, 159-169.
Gray, S., Sproule, J., & Morgan, K. (2009). Teaching team invasion games and motivational climate. European Physical Eduation Review, 15(1), 65-89. https://doi.org/10.1177/1356336X09105212
Haerens, L., Kirk, D., Cardon, G. & De Bourdeaudhuij, I. (2011). Toward the development of a pedagogical model for health-based physical education. Quest, 63(3), 321–338. https://doi.org/10.1080/00336297.2011.10483684
Hastie, P. A., & Wallhead, T. (2016). Models-based practice in physical education: The case for sport education. Journal of Teaching in Physical Education, 35(4), 390–399. https://doi.org/10.1123/jtpe.2016-0092
Hastie, P. A., Martínez de Ojeda, D., & Calderón, A. (2011). A review of research on Sport Education: 2004 to the present. Physical Education and Sport Pedagogy, 16(2). 103-132. https://doi.org/10.1080/17408989.2010.53520
Hastie, P. A., & Casey, A. (2014). Fidelity in models-based practiceresearch in sport pedagogy: A guide for future investigations. Journal of Teaching in Physical Education, 33(3), 422–431. https://doi.org/10.1123/jtpe.2013-0141
Hastie, P. A., Buchanan, A. M., Wadsworth, D. D., & Sluder, B. J. (2009). The Impact of an Obstacle Course Sport Education Season on Students' Aerobic Fitness Levels. Research Quarterly for Exercise and Sport, 80(4), 788-791.
Hellison, D. (2001). Teaching responsibility through physical activity (2nd ed.). Human Kinetics.
Johnson, D. W., Johnson, R. T. & Holubec, E. J. (2013). Cooperation in the Classroom (9th ed.). Interaction Book Company.
Kao, C. (2019). Development of Team Cohesion and Sustained Collaboration Skills with the Sport Education Model. Sustainability, 11(8), 2348. https://doi.org/10.3390/su11082348
Libarkin, J. C., & Kurdziel, J. P. (2002). Research methodologies in science education: the qualitative-quantitative debate. Journal of Geoscience Education, 50(1), 78-86. https://doi.org/10.1080/10899995.2002.12028053
Luguetti, C., Goodyear, V. A., & André, M. (2019). That is like a 24 hours-day tournament!’: using social media to further an authentic sport experience within sport education. Sport, Education and Society, 24(1), 78-91. https://doi.org/10.1080/13573322.2017.1292235
MacPhail, A., & Kinchin, G. (2004). The use of drawings as an evaluative tool: Students’ experiences of sport education. Physical Education and Sport Pedagogy, 9(1), 87-108.
Méndez-Giménez, A.; Fernández-Río, J. y Méndez-Alonso, D. (2015). Sport Education Model versus traditional model: effects on motivation and sportsmanship. Revista Internacional de Medicina y Ciencias de la Actividad Física y el Deporte, 15(59), 449-466.
Miles, M. B., Huberman, A. M., & Saldana, J. (2013). Qualitative data analysis. Sage.
Montero, I., & Leon, O. G. (2007). A guide for naming research studies in psychology. International Journal of Clinical and Health Psychology, 7, 847-862.
Ntoumanis, N. (2001). A Self-Determination Approach to the Understanding of Motivation in Physical Education. British Journal of Educational Psychology, 71(2), 225–242.
Rinehart, R. (2000). Emerging/arriving sport: alternatives to formal sports. In J. Coakley & E. Dunning (Eds.), Handbook of sports studies (pp. 504-519). Sage
Rocamora, I., González-Víllora, S., Fernández-Río, J., & Arias-Palencia, N. (2019). Physical activity levels, game performance and friendship goals using two different pedagogical models: Sport Education and Direct Instruction. Physical Education and Sport Pedagogy, 24(1), 87-102. https://doi.org/10.1080/17408989.2018.1561839
Rovegno, I. (2006). Situated perspectives on learning. In D. Kirk, M. O’ Sullivan, & D. MacDonald (Eds.), Handbook of physical Education. Sage.
Rowling, J. K. (1997). Harry Potter and the philosopher’s stone. Bloomsbury.
Ryan, R. M., & Deci, E. L. (2002). An overview of self-determination theory: An orga-nismic dialectical perspective. En E. L. Deci y R. M. Ryan (Eds.), Handbook of Self-Determination research (pp. 3–33). The University of Roches-ter Press.
Ryan, R. M. & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Publications.
Siedentop, D., Hastie, P., & van der Mars, H. (2019). Complete guide to sport education. Human Kinetics.
Strikwerda-Brown, J. & Taggart, A. (2001). No longer voiceless and exhausted: sport education and the primary generalist. Australian Council for Health, Physical Education, and Recreation Healthy Lifestyles Journal, 48(4), 14–17.
Wahl-Alexander, Z., Hastie, P. A., & Johnson, N. (2018). Using a Fishing Sport Education Season to Promote Outside Engagement. Journal of Physical Education, Recreation & Dance, 89(7), 28-33. https://doi.org/10.1080/07303084.2018.1490222
Wallhead, T. L. Garn, A. C., & Vidoni, C. (2013). Sport Education and social goals in physical education: relationships with enjoyment, relatedness, and leisure-time physical activity. Physical Education and Sport Pedagogy, 18(4), 427-441. https://doi.org/10.1080/17408989.2012.690377
Wallhead, T. L., & Ntoumanis, N. (2004). Effects of a sport education intervention on students’ motivational responses in physical education. Journal of Teaching in Physical Education, 23, 4–18.
Wallhead, T., & O´Sullivan, M. (2007). A didactic analysis of content development during peer teaching task of a Sport Education Season. Physical Education and Sport Pedagogy, 12(3), 225-243. https://doi.org/10.1080/17408980701610177
Ward, J. K., Hastie, P. A., Wadsworth, D. D., Foote, S., Brock, S. J., & Hollett, N. (2017). A Sport Education fitness season's impact on students' fitness levels, knowledge, and in-class physical activity. Research Quarterly for Excercise and Sport, 88(3), 346-351. https://doi.org/10.1080/02701367.2017.1321100
Las obras que se publican en esta revista están sujetas a los siguientes términos:
1. El Servicio de Publicaciones de la Universidad de Murcia (la editorial) conserva los derechos patrimoniales (copyright) de las obras publicadas, y favorece y permite la reutilización de las mismas bajo la licencia de uso indicada en el punto 2.
© Servicio de Publicaciones, Universidad de Murcia, 2013
2. Las obras se publican en la edición electrónica de la revista bajo una licencia Creative Commons Reconocimiento-NoComercial-SinObraDerivada 3.0 España (texto legal). Se pueden copiar, usar, difundir, transmitir y exponer públicamente, siempre que: i) se cite la autoría y la fuente original de su publicación (revista, editorial y URL de la obra); ii) no se usen para fines comerciales; iii) se mencione la existencia y especificaciones de esta licencia de uso.
3. Condiciones de auto-archivo. Se permite y se anima a los autores a difundir electrónicamente las versiones pre-print (versión antes de ser evaluada) y/o post-print (versión evaluada y aceptada para su publicación) de sus obras antes de su publicación, ya que favorece su circulación y difusión más temprana y con ello un posible aumento en su citación y alcance entre la comunidad académica.
