Long-term effects of the pedagogical approach on the perceptions of physical education by students and teachers

Abstract

[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.