Percepción del alumnado sobre una Unidad Didáctica de enseñanza comprensiva de los juegos deportivos de invasión en Educación Física

  1. Joan Úbeda-Colomer 1
  2. Javier Monforte 1
  3. José Devís-Devís 1
  1. 1 Universitat de València
    info

    Universitat de València

    Valencia, España

    ROR https://ror.org/043nxc105

Journal:
Retos: nuevas tendencias en educación física, deporte y recreación

ISSN: 1579-1726,  1988-2041

Year of publication: 2017

Issue Title: La Educación Física y la Promoción de Estilos de Vida Activos: Interrogaciones, Investigación y Dilemas

Issue: 31

Pages: 306-311

Type: Article

DOI: 10.47197/RETOS.V0I31.53507 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Retos: nuevas tendencias en educación física, deporte y recreación

Sustainable development goals

Abstract

This paper examines the student’s perceptions of a Teaching Games for Understanding invasion games unit. The didactic unit (DU) was developed during eight lessons with the the participation of 54 students aged 14-16. Data were obtained through a questionnaire ad hoc. Mean, standard deviation and percentages from each item was calculated as descriptive statistics, and Mann-Whitney U test was carried out, in order to find the differences regarding sex and (non) extracurricular sport practice. The open question was processed through a content analysis and percentage from each emerging aspect was obtained. Results reveal a DU’s positive evaluation. Students’ highlight the understandable manner in which tactical principles are explained and their DU enjoying experience, as well as the opportunity to create and play their own games. Students that do not participate in extracurricular sports perceive funnier the DU than students that do participate. Furthermore, girls find the DU more enjoyable, interesting and understandable than boys. Results obtained illustrate the advantages of TGfU model to create an inclusive environment for practice, and the improvement in tactical thinking that support learning satisfaction. The study concludes highlighting the importance of considering students’ perception for understanding and enhancing the TGfU model.

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