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Título
Long-term effects of the pedagogical approach on the perceptions of physical education by students and teachers
Autor
Facultad/Centro
Área de conocimiento
Título de la revista
Journal of Physical Education and Sport
Número de la revista
4
Cita Bibliográfica
Hortigüela, Fernández-Río, & Pérez-Pueyo. (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
Editorial
Editura Universitatii din Pitesti
Fecha
2016
ISSN
2247-8051
Resumen
[EN] The main goal of the study was to assess the effects of the prolonged use of two different pedagogical
approaches on students and teachers’ perceptions. 241 students enrolled on the 3rd and the 4th grade of
Compulsory Secondary Education and 2 teachers agreed to participate. Two study groups were formed: A:
attitudinal style (student-centered), and B: traditional approach (teacher centered). All of them participated in
three consecutive learning units of team sports (24 sessions). A pre-test, post-test experimental design with intact
classes was used; as well as a mixed quantitative-qualitative procedure to obtain data. Results showed that
students who experienced the attitudinal style perceived the physical education class significantly more useful.
This group also developed a significantly stronger empathy towards the teacher. Participating teachers
highlighted three main ideas: transference of learning, teacher-student connection, and content organization and
sequencing.
Materia
Palabras clave
Peer review
SI
URI
DOI
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