An analysis of the responsibility of physical education students depending on the teaching methodology received
Fecha
2015-04
Tipo
artículo original
Autores
Hortigüela Alcalá, David
Pérez Pueyo, Ángel
Moncada Jiménez, José
Título de la revista
ISSN de la revista
Título del volumen
Editor
Resumen
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.
Descripción
Palabras clave
Responsibility, Perception, Physical education, Teaching methods, Attitudinal style, Acrobatics, 796.5 Vida al aire libre