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Título
An analysis of the responsibility of physical education students depending on the teaching methodology received
Autor
Facultad/Centro
Área de conocimiento
Título de la revista
Journal of Physical Education and Sport
Número de la revista
2
Cita Bibliográfica
Hortigüela-Alcalá, D., Pérez-Pueyo, Á., & Moncada-Jiménez, J. (2015). An analysis of the responsibility of physical education students depending on the teaching methodology received. Journal of Physical Education and Sport, 15(2), 202-207. https://doi.org/10.7752/JPES.2015.02031
Editorial
Editura Universitatii din Pitesti
Fecha
2015
ISSN
2247-8051
Resumen
[EN] To determine the effects of two teaching methodologies on the student’s perceptions about responsibility in the
evaluation of a physical education teaching unit. A pre-experimental design was used on 785 high-school
students taught with two methodological approaches during a stunt unit: a) traditional method, and b) attitudinal
method. Perceptions of responsibility were surveyed before and after the teaching unit. Student’s perception
towards responsibility was similar between groups in the pre-test (p < 0.05). After intervention, the attitudinal
group showed higher sense of responsibility in the evaluation (p = 0.011). The traditional methodology group
perceived a different level of responsibility depending on the high-school institution (p = 0.011); while the
attitudinal style group perceptions were influenced by the school-year (p = 0.038) and the number of students per
class (p = 0.013). An attitudinal methodology implemented in a stunt unit in a Physical Education class directly
influences the perception of students about responsibility in their evaluation.
Materia
Palabras clave
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