Hortigüela Alcalá David, Hernando Garijo Alejandra
Teaching of Corporal Expression Area, Specific Didactics Department; Faculty of Education, University of Burgos, BurgosSpain.
J Hum Kinet. 2017 Oct 20;59:17-27. doi: 10.1515/hukin-2017-0144. eCollection 2017 Oct.
It seems important to consider students' attitudes towards physical education (PE), and the way they learn sports. The present study examines students' perceptions of motivation and achievement in PE after experiencing three consecutive sport units. Two hundred and thirty seven students from the 1st, 2nd, 3rd, and 4th grade in a high school in Burgos (Spain) and two teachers agreed to participate. They were divided into two groups in order to compare two instructional approaches. The experimental group (A), 128 students, experienced Teaching Games for Understanding (TGfU), while the control group (B), 109 students, experienced a technical-traditional approach. Each group was taught by a different teacher. The study followed a mixed-method research design with quantitative (questionnaire) and qualitative (interview) data. Results revealed that group A showed greater motivation and achievement in PE than group B. Significant differences were found in achievement. Participants with better academic results in group A were more positive in sport participation. Meanwhile, students who practiced more extracurricular sports in group B were more actively involved in sport. Teachers disagreed greatly on the way sport should be taught in PE.
考虑学生对体育教育（PE）的态度以及他们学习运动的方式似乎很重要。本研究考察了学生在经历连续三个体育单元后对体育教育中动机和成就的认知。来自西班牙布尔戈斯一所高中一、二、三、四年级的237名学生和两名教师同意参与。为了比较两种教学方法，他们被分成两组。实验组（A组）有128名学生，采用理解式教学游戏（TGfU），而对照组（B组）有109名学生，采用传统技术教学法。每组由不同的教师授课。该研究采用了混合方法研究设计，包括定量（问卷调查）和定性（访谈）数据。结果显示，A组在体育教育中的动机和成就高于B组。在成就方面发现了显著差异。A组中学术成绩较好的参与者在体育参与方面更积极。与此同时，B组中参加更多课外活动的学生在体育方面参与度更高。教师们在体育教育中应如何教授体育的问题上存在很大分歧。
