Percepción del feedback correctivo por alumnos de educación física

  1. Vergara Torres, Argenis Peniel
  2. Vanegas Farfano, Minerva 1
  3. Ramírez Nava, Rubén 1
  4. Tomás, Inés 2
  5. Tristán Rodríguez, José 1
  1. 1 Universidad Autónoma de Nuevo León
    info

    Universidad Autónoma de Nuevo León

    San Nicolás de los Garza, México

    ROR https://ror.org/01fh86n78

  2. 2 Universitat de València
    info

    Universitat de València

    Valencia, España

    ROR https://ror.org/043nxc105

Revista:
Revista Ciencias del Ejercicio

ISSN: 2007-8463

Año de publicación: 2021

Título del ejemplar: Julio 2021

Volumen: 16

Número: 1

Páginas: 24-33

Tipo: Artículo

DOI: 10.29105/RCEFOD16.1-25 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Revista Ciencias del Ejercicio

Resumen

El feedback correctivo que el profesor de educación física proporcione a sus alumnos puede ser percibido de diversas maneras, lo que influye en el desempeño de las tareas de aprendizaje (Mouratidis, Lens y Vansteenkiste, 2010). El objetivo de este estudio fue analizar la relación existente entre el feedback correctivo proporcionado por el profesor y la percepción legítima, ilegítima y de oportunidad para aprender de los alumnos. Participaron 412 estudiantes de educación física de sexto grado de primaria, con edades comprendidas entre los 10 y 12 años, que cumplimentaron los instrumentos para evaluar las variables de estudio. Los resultados de los análisis de ecuaciones estructurales mostraron que la cantidad de feedback correctivo que proporciona el profesor tiene una relación positiva con la percepción legítima (β= .99), la oportunidad para aprender (β= .98); y negativa con la percepción ilegítima (β = -.29). En conclusión, el feedback correctivo incide en el desempeño de las tareas de aprendizaje del estudiante de educación física a pesar de ser una retroalimentación negativa. Por eso es importante que el profesor verifique que el feedback correctivo sea aceptado por los alumnos.

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