scholarly journals Aprender a manejar los conflictos en las clases de educación física a partir del juego deportivo: un modelo de enseñanza para la comprensión (Learning to manage conflicts in physical education classes from the sports tactical game: a teaching model for u

Retos ◽  
2021 ◽  
Vol 42 ◽  
pp. 384-395
Author(s):  
Robert Cebolla-Baldoví ◽  
Laura García-Raga
Keyword(s):  
Physical Education ◽  
Conflict Management ◽  
Educational Practice ◽  
Educational Process ◽  
Point Of View ◽  
Quasi Experimental ◽  
Positive Perspective ◽  
Game Context ◽  
Educación Primaria ◽  
And Control

  La literatura científica constata la potencialidad que el conflicto puede generar en las aulas cuando se supera su sentido negativo y se inserta en el proceso educativo. Este planteamiento positivo del conflicto debiera ser asumido por los diferentes educadores de cualquier institución escolar para implementar programas alternativos a la violencia y enseñar a manejar los conflictos constructivamente. La Educación Física (EF) se presenta insólita para impulsar la gestión del conflicto en un espacio real de práctica y sobre un contexto de juego con equipos atacantes y defensores. Desde esta perspectiva, el objetivo principal del texto es mostrar una propuesta de enseñanza destinada a los últimos cursos de educación primaria. El desarrollo de la investigación, continuado en forma de tesis doctoral, se enmarca en un enfoque cuasiexperimental sobre un diseño de dos grupos (experimental y de control), desde una muestra de 130 participantes de dos colegios de Cullera (Valencia). El tratamiento (programa) se diseña desde la propia táctica del juego, y en su estructura queda incorporado el ‘conflicto colateral’, como fin didáctico, para aprender a gestionarlo entre sus miembros participantes. Sobre la práctica educativa, cabe reflejar que toma su origen de la enseñanza comprensiva; se fundamenta sobre un enfoque organizativamente participativo-colaborativo; y queda integrada en un escenario de cultura mediadora. Desde el ámbito de la EF escolar, se concluye que el método táctico-deportivo podría ser una alternativa para educar la gestión positiva del conflicto, posibilitando que el alumnado enfrentara las barreras de la comunicación y aprendiera a contrarrestar sus estereotipos destructivos.  Abstract. Scientific literature confirms the potential that conflict can generate in the classroom when its negative meaning is overcome and it is inserted into the educational process. This positive perspective to conflict should be assumed by the different educators of any school institution to implement alternative programs to violence and teach how to handle conflicts constructively. Physical Education (PE) is unusual to promote conflict management in a real practical space and in a game context with attacking and defending teams. From this point of view, the main goal of the text is to show a teaching proposal aimed at the last years of primary education. The research study, continued in the form of a doctoral thesis, is framed in a quasi-experimental method on a two-group design (experimental and control), from a sample of 130 participants from two schools in Cullera (Valencia). The treatment (program) is designed from the game's own tactic, and the ‘collateral conflict’ is incorporated into its structure, as a didactic purpose, to learn to manage it among its participating members. Regarding educational practice, it should be reflected that it takes its origin from comprehensive teaching; it is based on an organizational participatory-collaborative strategy; and is integrated into a setting of mediating culture. In the PE context, it is concluded that the tactical-sports method could be an alternative to educate positive conflict management, enabling students to face communication barriers and learn to counteract their destructive stereotypes.

scholarly journals Motivasi Belajar Pendidikan Jasmani: Penerapan Teknik Memotivasi Teaching by Invitation pada Pendekatan Teknis

2020 ◽  
Vol 3 (2) ◽  
pp. 31-36
Author(s):  
Lutfi Nur ◽  
Arief Abdul Malik
Keyword(s):  
Physical Education ◽  
Student Motivation ◽  
Learning Motivation ◽  
Learning Activities ◽  
Control Groups ◽  
Technical Approach ◽  
Reliability Score ◽  
Quasi Experimental ◽  
And Control ◽  
Experimental Group

In physical education learning activities, motivational factors become one of the key activeness of students in moving. This study aims to determine the effectiveness of a technical approach using techniques to motivate teaching by invitation to learning motivation in physical education learning. This research is a quasi-experimental study involving the dick group consisting of 25 students (12 male and 13 female) and the experimental group consisting of 23 students (11 male and 12 female). The instrument used was a motivation questionnaire with a reliability score of alpha Cronbah 0.896. The results showed that there were significant differences between the experimental and control groups with a t value of 3.022 and a significance of 0.004 0.05. The technique of motivating teaching by invitation effectively can increase student motivation in participating in physical education learning. AbstrakPada kegiatan pembelajaran pendidikan jasmani (penjas), faktor motivasi menjadi salah satu kunci keaktifan siswa dalam bergerak. Penelitian ini bertujuan untuk mengetahui efektivitas pendekatan teknis menggunakan teknik memotivasi teaching by invitation terhadap motivasi belajar dalam pembelajaran penjas. Penelitian ini merupakan penelitian kuasi eksperimen dengan melibatkan kelompok kontrol sebanyak 25 siswa (12 laki-laki dan 13 perempuan) dan kelompok eksperimen terdiri dari 23 siswa (11 laki-laki dan 12 perempuan). Instrumen yang digunakan adalah angket motivasi dengan reliabilitas skor alpha Cronbah 0.896. Hasil penelitian menunjukkan bahwa terdapat perbedaan yang signifikan antara kelompok eksperimen dan kelompok kontrol dengan nilai t hitung 3,022 dan signifikansi 0,004 0,05. Teknik memotivasi teaching by invitation secara efektif mampu meningkatkan motivasi siswa dalam mengikuti pembelajaran penjas.

scholarly journals Valoración del alumnado y profesorado del material convencional y auto-construido: estudio longitudinal de diseño cruzado en Educación Deportiva (Students and teachers assessment of conventional and self-made material: longitudinal crossover study in Phys

Retos ◽  
2016 ◽  
pp. 20-25 ◽  
Author(s):  
Antonio Méndez-Giménez ◽  
Diego Martínez de Ojeda Pérez ◽  
Juan José Valverde-Pérez
Keyword(s):  
Physical Education ◽  
Primary Education ◽  
Order Type ◽  
Study Data ◽  
The Self ◽  
Physical Education Teachers ◽  
Activity Levels ◽  
Sport Education ◽  
Quasi Experimental ◽  
Educación Primaria

 En la actualidad, el modelo de Educación Deportiva destaca entre los enfoques de enseñanza centrados en el alumnado y con mayor impacto en los profesionales de la educación física. Los beneficios de su hibridación con el enfoque basado en la autoconstrucción de materiales no han sido aún explorados ni de manera longitudinal ni en Educación Primaria. El objetivo fue conocer y comparar la valoración de los docentes y su alumnado del uso de dos tipos de material (convencional y autoconstruido) durante dos temporadas consecutivas de Educación Deportiva. Participaron un total de 51 estudiantes de 3º y 4º de educación primaria y sus dos maestros de educación física. Se realizó un diseño cruzado simple cuasi-experimental de grupos aleatorios y muestreo no probabilístico por conveniencia, en el que los dos niveles de la variable independiente (material convencional y autoconstruido) se aplicaron a los dos cursos participantes. Para la recogida de datos se utilizaron los diarios del docente así como entrevistas grupales a los estudiantes y entrevistas individuales a los docentes, antes y después de la implementación de cada unidad didáctica: ultimate e indiacas. Los datos fueron analizados por medio de comparaciones constantes. Los resultados indican un alto entusiasmo del alumnado durante ambas unidades, aunque muestran una inercia metodológica favorable al material autoconstruido según el orden del tipo de material utilizado. Además, se encontró que el material autoconstruido fomenta la actividad física extraescolar. Futuras investigaciones deberán analizar el nivel de actividad física en la educación física y en el período extraescolar dependiendo del material utilizado.Abstract. Currently, the Sport Education model stands out among the teaching approaches centered on the students and having a higher impact on the Physical Education teachers. The benefits of the hybridization based on self-made materials have not been studied either longitudinally or in Primary Education. The objective was to know and to compare the assessment of teachers and their students regarding the use of two types of materials (conventional and self-made) during two consecutive Sport Education seasons. A total of 51 students enrolled in grades 3 and 4 of Primary Education and their two Physical Education teachers took part in the experience. We used a quasi-experimental simple crossover design with randomized groups and non-probabilistic convenience sampling, in which the two levels of the independent variable (conventional and self-made materials) were applied in the two grade levels participating in the study. Data were collected by means of teacher diaries, group interviews with the students and individual interviews with the teachers, before and after implementation of each of the following didactic units: «ultimate» and «indiacas». Data collection was performed using constant comparisons. The results showed a high level of students’ enthusiasm during both didactic units, although the data analyzed indicated a methodological inertia to the self-made material, according to the order type of the used material. Besides, it was found that the self-made material encourages participation in extracurricular physical activities. Further studies are required to analyze physical activity levels in and outside the Physical Education setting as a function of the material used.

Interdisciplinary Teaching of Physics in Physical Education: Effects on Students’ Autonomous Motivation and Satisfaction

2020 ◽  
Vol 39 (2) ◽  
pp. 156-164
Author(s):  
Athanasios Papaioannou ◽  
Dimitrios Milosis ◽  
Christos Gotzaridis
Keyword(s):  
Physical Education ◽  
Autonomous Motivation ◽  
Holistic Education ◽  
Physical Activities ◽  
Physics Concepts ◽  
Quasi Experimental ◽  
Education Effects ◽  
Situational Motivation ◽  
And Control ◽  
Effective Integration

Purpose: This quasi-experimental study evaluated the effects on students’ autonomous motivation and satisfaction from a program integrating physics concepts in physical education. Method: A total of 487 students (age 13 ± 1) participated in the study. The participants were students participating in physical education classes divided into intervention (n = 183), comparison, and control condition (n = 150 and n = 154, respectively). Before the intervention and three times during its implementation, the students responded on measures of situational motivation with good construct validity. Results: The intervention increased the students’ autonomous motivation and satisfaction in physical education and decreased the students’ amotivation. Conclusion: An effective integration of physics concepts and physical activities can promote meaningful learning, a holistic education perspective, autonomous motivation, and wellness in physical education.

scholarly journals Efficiency of Variable Module "Wrestling" in Physical Education for Secondary School Students of 10 and 11 Forms

2020 ◽  
Vol 5 (5) ◽  
pp. 435-442
Author(s):  
Yu. Tkach ◽  
◽  
A. Okopnyy ◽  
L. Kharchenko-Baranetska ◽  
S. Stepanyuk ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Physical Education ◽  
Secondary School ◽  
Educational Process ◽  
Physical Culture ◽  
School Students ◽  
Village Council ◽  
And Control ◽  
Academic Year

In the modern system of school education, there are approaches to the implementation of physical education content with the help of various variable modules based on the sports means use. The purpose of the study was to determine the effectiveness of the variable module "Wrestling" in the physical education of high school students on the main indicators of preparedness. Material and methods. The organization of study provided that during the 2017-2019 school years in Shchyrets secondary school №1 I-III degrees named after the Hero of Ukraine Bohdan Ilkiv of Shchyrets village council we introduced an experimental module "Wrestling" into the educational process of high school students in the discipline "Physical Culture". In general, in the 2017-2019 academic years to our study were involved 53 students of 10th forms (31 boys and 22 girls). In the 2017-2019 academic year – 74 students of 11th forms (41 boys and 33 girls). We used the following methods: theoretical analysis and generalization of scientific and methodical data of and sources of the Internet, analysis of documentary materials, pedagogical testing, pedagogical experiment, methods of mathematical statistics. There were selected 8 tests which determined the general preparedness, 12 tests for special preparedness. To determine the technical and tactical preparedness of students we fixed six basic groups of techniques which they had to demonstrate. Results and discussion. There are established the indicators of efficiency according to the percentage values of changes in the main groups of indicators (general, special, technical and tactical preparedness) of high school students. Finding out the level of general competencies allowed us to substantiate that there were significant changes in all indicators (p≤0.05–0.01). According to the analysis of special preparedness (competencies), we obtained a significant (p≤0.01) improvement in the results of most tests and control exercises. The percentage values can be observed significant variability in the levels of representatives’ changes in different subgroups. Conclusion. The study confirms a number of experts’ opinions that high school students need a little more time to form a sustainable level of preparedness and more profound adaptive changes in indicators of different preparedness components. The implementation of the structure and content of the variable module significantly affected the level of general and special competencies and technical and tactical preparedness of high school students (both girls and boys). However, the educational process in secondary schools cannot be equated in organizational and methodological conditions, basic tasks and the main purpose with training in sports sections

scholarly journals Formación docente y tratamiento de la danza en Canarias: evaluación desde la educación física (Teacher training and dance treatment in the Canary Islands: Evaluation from a Physical Education perspective)

Retos ◽  
2015 ◽  
pp. 165-170
Author(s):  
Yanira Troya Montañez ◽  
María Jesús Cuéllar Moreno
Keyword(s):  
Physical Education ◽  
Canary Islands ◽  
Educational Practice ◽  
Dance Teachers ◽  
Palabras Clave ◽  
Evaluation Test ◽  
Training Courses ◽  
High Level ◽  
Educación Primaria ◽  
Teachers Training

El objetivo de estudio es construir un cuestionario para analizar la realidad de la práctica educativa de la Danza en Canarias. El cuestionario se encuentra estructurado en 4 dimensiones y un total de 35 preguntas. Para su validación y depuración de ítems fue sometido a juicio de 4 expertos en la materia. La fiabilidad se calculó mediante el coeficiente alfa de Cronbach, obteniendo un alto índice de consistencia (0.93). Las preguntas hacen referencia a la formación inicial y permanente del profesorado en Danza y su experiencia en la misma. También contempla cuestiones relativas a cómo desarrollan la práctica y cuál es la posición personal y profesional de los docentes acerca de la Danza como contenido educativo. El cuestionario fue aplicado a 50 profesores de Educación Primaria y Secundaria. Los datos se analizaron con el programa informático SPSS 18. Los resultados indican que la formación del profesorado a este respecto es escasa y que ello trae consigo que se imparta muy poco y a penas se trabaje este contenido en las clases de Educación Física, ya que en su mayoría manifiesta no saber cómo abordarlo. Para su mejora, el profesorado solicita se celebren cursos de formación permanente y creación de asignaturas en las facultades que garanticen un aprendizaje de calidad en Danza. Palabras clave: Expresión Corporal, danza, formación del profesorado, currículo, percepciones del profesorado.Abstrac: The aim of this research is to create a questionnaire to analyze the real educational practice of Dance in the Canary Islands. The questionnaire is divided into 4 dimensions and a total of 35 questions. For validation and accuracy it was subjected to the judgement of 4 experts on the matter. The reliability was calculated through Cronbach’s alfa coefficient, obtaining a high level of consistency (0.93). The questions refer to the initial and permanent training on Dance of the teachers and their experience. It also involves questions related to how the practice develops and what the personal and professional positions of the teachers in relation to Dance as an educational content are. The questionnaire was taken by 50 teachers, both from Primary and Secondary schools. The data was analyzed by SPSS 18 computer programme. The results indicate that teachers’ training is limited, so it is not taught very often and this content is barely used in Physical Education lessons, since most of teachers declare that they do not know how to deal with it. To improve this, teachers ask for permanent training courses and the creation of subjects at university that guarantee Dance learning of high quality.Key words: Self-expression through movement, dance, teachers training, syllabus, evaluation test, teachers’ perception.

Building and measuring e-learning scale from the point of view of students of the College of Physical Education and Sports Sciences - University of Baghdad

2021 ◽  
Vol 20 (4) ◽  
pp. 0126
Author(s):  
ضحى هادي امين ◽  
Dr. Widad Kadhum
Keyword(s):  
Physical Education ◽  
Statistical Significance ◽  
Field Research ◽  
Educational Process ◽  
Point Of View ◽  
Survey Method ◽  
The Face ◽  
E Learning ◽  
Definition Of ◽  
Sports Sciences

Abstract: The research covered five chapters:       So, the first chapter definition of the research is from the introduction to the research and its importance, as the importance of the research lies in an expression of the reality of e-learning as it is one of the new patterns of the educational process and its role in enhancing communication and interconnectedness between the learners from the students ’point of view Physical Education and Sports Sciences for Girls, University of Baghdad, as for the problem The research was, and through the researcher’s acquaintance with many previous studies, references and sources, and being a student at the College of Physical Education and Sports Sciences - University of Baghdad, I noticed that it is worth researching to identify the reality of e-learning and its effective role in enhancing communication and interdependence and suggesting the best ways for development and Standing on the strengths to support them and the weaknesses to address them, and thus this study will be a source of a lot of information regarding e-learning, either the goal of the research was to build a scale for the reality of e-learning and to identify the reality of e-learning and its role in enhancing communication and interconnectedness among the educated in the face of Students considered Physical Education and Sports Sciences - University of Baghdad. As for the imposition of research, there were significant differences of statistical significance between students ’responses in the College of Education. Physical and sport sciences - University of Baghdad, the second semester is from theoretical studies and previous studies, and the third semester is from the research methodology and its field procedures, as the research method and the two researchers used it the descriptive approach in the survey method because it is the most appropriate to the nature of the problem and the achievement of the research objectives. The research is students of the College of Physical Education and Sports Sciences - University of Baghdad and their number (2293) male and female students represent the various academic stages in the college. As for the field research procedures, they lie in the procedures for building the scale and applying it to the building and application sample, while the fourth semester was presented. And analyzing the results and discussing them. As for the fifth chapter, the researcher concluded that the results indicated a good level from the reality of e-learning. The results showed good levels in the fields of e-learning reality, and the presence of significant differences between students ’responses in the e-learning reality scale. In lieu of classroom learning by the Ministry of Higher Education and Scientific Research in the Corona crisis and continuing to use it, conducting studies are not Fascination by using the e-learning reality scale with some tests and measures on different samples.

Fundamentos gnoseológicos, psicológicos y didácticos de la enseñanza de la literatura

2017 ◽  
Vol 28 (28) ◽  
pp. 55
Author(s):  
Mercedes Rodríguez Menéndez
Keyword(s):  
Primary Education ◽  
Historical Analysis ◽  
Educational Practice ◽  
Literary Work ◽  
Bachelor's Degree ◽  
Point Of View ◽  
Literary Analysis ◽  
Teaching Literature ◽  
Educación Primaria ◽  
Aesthetic Values

RESUMEN La disciplina Estudios Literarios forma parte del currículo propio de la carrera Licenciatura en Educación Primaria que se estudia en las universidades de Cuba. Mediante esta disciplina se pretende acercar a los futuros maestros de la enseñanza primaria al mundo de la creación literaria, para que desarrollen habilidades de apreciación y análisis literario que les permitan la selección y estudio de textos con verdaderos valores éticos y estéticos, tanto para su recreación personal como para su labor pedagógica. El análisis histórico de dicha disciplina, el intercambio con profesores de diferentes centros universitarios del país que la han impartido y sus respectivos jefes, la observación de la práctica educativa y la propia experiencia de la autora como profesora de diferentes asignaturas literarias por más de 20 años, permitió constatar que no existe claridad por parte de los profesores que imparten las asignaturas literarias con relación a los fundamentos gnoseológicos, psicológicos y didácticos que intervienen en su enseñanza. En correspondencia con ello, la presente investigación tiene como propósito explicar dichos fundamentos, destacando leyes, principios, y conceptos en que se sustenta el estudio de una obra literaria, los procesos psíquicos fundamentales que intervienen en ellos y las etapas, desde el punto de vista didáctico, por el que transcurre.Palabras clave: Apreciación literaria, Enseñanza de la literatura, Análisis literario, Teoría literaria, Proceso docente educativo.Knowledge, psychological and didactic rationale of teaching literature ABSTRACT The Literary Studies discipline is part of the curriculum of the Bachelor’s Degree in Primary Education studied at universities in Cuba. This discipline is intended to bring future teachers of primary education to the world of literary creation developing skills for appreciation and literary analysis that allow selecting and studying texts with true ethical and aesthetic values, both for their personal recreation as for their pedagogical work. The historical analysis of this discipline, exchange with teachers from different university centers of the country that have taught it and their respective leaders, observation of the educational practice, and the author’s own experience as a teacher of different literary subjects for more than 20 years, have showed that teachers who teach literary subjects do not have clear concepts in relation to knowledge, psychological and didactic rationale intervening in their teaching. Correspondingly, the purpose of this research paper is to explain these rationale by highlighting laws, principles, and concepts that underlie the study of a literary work, the fundamental psychic processes involved in it, and, from the didactic point of view, the stages through which it takes place.Keywords: Literary appreciation, Teaching literature, Literary analysis, Literary theory, Teaching process.

scholarly journals Conductas prosociales de escolares de educación primaria: influencia de los juegos cooperativos

2019 ◽  
pp. 33-37 ◽  
Author(s):  
R. Navarro-Patón ◽  
J. Lago-Ballesteros ◽  
S. Basanta-Camiño
Keyword(s):  
Physical Education ◽  
Data Collection ◽  
Cooperative Games ◽  
Prosocial Behaviors ◽  
Control Group ◽  
Education Students ◽  
Data Collection Instrument ◽  
Post Test ◽  
Quasi Experimental ◽  
Educación Primaria

El objetivo de este estudio consistió en analizar el efecto de una intervención constituida por juegos cooperativos sobre las conductas pro-sociales del alumnado de Educación Primaria. Los participantes fueron 52 escolares (10.32 ± .47 años) de Lugo (España). Se empleó un diseño cuasi-experimental pre-post test sin grupo control. Como instrumento de recogida de datos se utilizó la escala de Conductas apropiadas en educación física y el deporte (CAEFD). Los resultados indicaron efectos del programa de intervención sobre las Destrezas apropiadas a perder (p < .001); sobre las Destrezas apropiadas a ganar (p = .045); sobre las Destrezas de juego justo (p < .001) y sobre la Habilidad Social (p = .002). Los datos encontrados sugieren que la aplicación de unidades didácticas o programas basados en los juegos cooperativos podría incidir de manera positiva en las conductas pro-sociales de los escolares dentro de las clases de educación física. The aim of this research was to analyze the influence of the application of a didactic unit based on cooperative games on prosocial behaviors of Primary Education students. The participants were 52 schoolchildren (mean age = 10.32 ± .47) from Lugo (Spain). A quasi-experimental pre-postest design was used without a control group. The Appropriate Behaviors in Physical Education and Sports scale has been used as data collection instrument. Results indicated effects of the program on Appropriate skills to lose (p <.001), Appropriate skills to win (p = .045), Appropriate skills during the game (p < .001) and Social skills (p = .002). Data suggest that the application of didactic units or programs based on cooperative games could positively affect students’ prosocial behaviors in physical education lessons.

scholarly journals Evaluación de la formación integral escolar a través de un diseño cuasiexperimental: contribuciones desde la Educación Física (Evaluation of holistic education school through a quasi-experimental design: contributions from Physical Education)

Retos ◽  
2021 ◽  
Vol 43 ◽  
pp. 690-698
Author(s):  
Nicol Pinilla Fonseca ◽  
María Cristina Gamboa Mora ◽  
Mónica Morales Barrera
Keyword(s):  
High School Students ◽  
Physical Education ◽  
Experimental Design ◽  
Holistic Education ◽  
Point Of View ◽  
Wilcoxon Test ◽  
Substantial Contribution ◽  
School Students ◽  
Quasi Experimental ◽  
Didactic Strategies

  El objetivo de este estudio fue evaluar el nivel de formación integral logrado en los estudiantes de educación media desde el área de educación física con base en la valoración de sus percepciones, si bien es cierto que actualmente existen numerosos estudios relacionados con el tema se encuentra que, no se aborda la manera como se debe desarrollar la formación integral y al plantear las estrategias se traza un horizonte para su ejecución. Se utilizó un diseño cuasiexperimental, en el que se aplicó un instrumento tipo escala Likert con 57 ítems como diagnóstico, validado estadísticamente (alfa de Cronbach 0.92) y por expertos, posteriormente se implementaron estrategias pedagógico-didácticas (juegos tradicionales, expresa lo que piensas, recreo-natación, práctica en gimnasio y Munzee entre otras), encaminadas al desarrollo integral, finalmente se aplicó el instrumento como postest y se estableció la significancia de las diferencias con la prueba de Wilcoxon. La muestra se configuró con 180 estudiantes de la Institución Educativa San Isidoro del municipio de Espinal, de carácter público. Los resultados de las dimensiones reflejaron cambios estadísticos significativos desde el panorama de los estudiantes, los rangos positivos son indicadores de mejor percepción sobre la formación integral desde el área de educación física. Se concluye, que la implementación de las estrategias pedagógico-didácticas desde la educación física, contribuye a la formación integral de los estudiantes, la dimensión ética y socioemocional aportan sustancialmente. Abstract. The purpose of this study was to evaluate the holistic education achieved in high school students from the area of physical education based on the assessment of their perceptions, although it is true that currently there are numerous studies related to the subject, it is found that the way in which integral training should be developed is not addressed and when proposing the strategies, a horizon is drawn for its execution.  A quasi-experimental design was used, in which a Likert scale instrument was applied with 57 items as diagnosis, statistically validated (Cronbach's alpha 0.92) and by experts, later pedagogical-didactic strategies were implemented (traditional games, express what you think, recreation-swimming, gym practice and Munzee among others), aimed at integral development, finally the instrument was applied as a post-test and the significance of the differences was established with the Wilcoxon test.  The sample was carried out with 180 students from San Isidro school from Espinal, which is a public school. The results of the dimensions showed significant statistical changes from the students' point of view, the positive ranges are indicators regarding a better perception of the holistic education taught in PE (physical education). In conclusion, the implementation of didactic and pedagogical strategies of PE contribute to the students' holistic education, ethical and socioemotional realm, which represent a substantial contribution.

scholarly journals CRITERIA FOR ASSESSING STUDENTS' PROFESSIONAL COMPETENCES IN THE "HUMAN PHYSIOLOGY AND MOTOR ACTIVITY" MODULE

2021 ◽  
Author(s):  
Natalia Girlea ◽  
Keyword(s):  
Physical Education ◽  
Evaluation System ◽  
Muscular Activity ◽  
Educational Process ◽  
Point Of View ◽  
Professional Skills ◽  
Physical Effort ◽  
Physiological Processes ◽  
And Training ◽  
Specific Evaluation

The knowledge of the physiological processes and the mechanisms of vital activity of the organisms gives the possibility to the future specialist in the field of physical education and sports to understand the causes of the appearance of the complicated functional states of the organism characteristic for the muscular activity. This will allow them to rationally distribute physical effort and rest in both physical education and training classes, to forecast short- and longterm sports results. The results of the theoretical-praxiological analysis of the instructive-educational process within the disciplines provided by the curriculum of the faculties of physical education and sports show that in this field: - a specific evaluation system does not work, therefore it is not known what level of professional competencies and what didactic competencies the student actually has; - the desire of students to train and use their professional skills in quality sports is more declared, it is not supported by appropriate actions [6, 15, 16]. The theoretical study of the problem of training-development of professional skills identified different approaches to its classification and typology: some real results-oriented, and others with confusing orientation in this regard, neither of the two types of approaches, at least in the field of physical education, not being sufficiently argued from a systemic point of view

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