Search

Actualmente son numerosos los desacuerdos en torno a la enseñanza de la Educación Física (EF), incluso hacia sus intenciones, finalidades y funciones. Esta variedad de enfoques, en muchos casos opuestos, se agudiza notoriamente por la influencia de las redes sociales. La búsqueda del “like” y el halago inmediato deriva en un reduccionismo de la materia, más mediatizado por la ocurrencia de la actividad concreta que por la evidencia científica. Esto, junto a otros factores, limita que la asignatura goce del prestigio social y curricular que merece. El objetivo del presente artículo es intentar arrojar luz sobre los principios fundamentales que han de estructurar la enseñanza de la EF. A través de la revisión de la literatura, se presentan diez elementos clave: 1.- Plantear propuestas con coherencia pedagógica; 2. - Crear una identidad corporal dentro de la cultura de la actividad física y el deporte; 3.- Generar un clima social positivo en el aula; 4.- Trabajar la inclusión y romper estereotipos; 5.- Utilizar los modelos pedagógicos; 6.- Aplicar la evaluación formativa y compartida; 7.- Evidenciar el aprendizaje generado; 8.- Fomentar la autorregulación; 9.- Promover la transferibilidad del aprendizaje; 10.- Conocer/transformar el entorno y el servicio a la comunidad. El texto, sin ninguna pretensión de sentar cátedra, busca la reflexión pausada y profunda del profesorado de EF, un colectivo de gran dinamismo, potente y con infinidad de posibilidades para conseguir que la asignatura siga creciendo y evolucionando.

Antecedentes: La evaluación está relacionada con la forma en que los profesores abordan y entienden la educación física. Objetivo: Evaluar las percepciones de los profesores sobre la evaluación en diferentes etapas educativas. Método: Participaron siete profesores de educación física con experiencia en cada etapa educativa (Primaria, Secundaria y Universidad), y ocho estudiantes de Magisterio de Educación Física. Se siguió un diseño de investigación cualitativo. Resultados: Los profesores de Educación Primaria abogaban por una evaluación basada en el juego y la diversión, no considerando necesaria la participación de los alumnos en la misma. Los profesores de educación secundaria confundían la evaluación con la calificación, centrándose en las pruebas de aptitud física y deportiva y abogando por una aplicación exclusiva de la evaluación por parte del docente. Los profesores universitarios relacionaron la evaluación con el aprendizaje y destacaron la necesidad de ser transparentes en relación a su aplicación. Por último, los futuros profesores de educación física alentaron un cambio, considerando que la evaluación es un elemento complejo de la enseñanza y que el contexto en el que se aplique es determinante. Conclusión: La evaluación en la Educación Física se ve de forma diferente según la etapa, no existiendo elementos comunes en su puesta en práctica. Abstract. Background: Assessment is connected to the way teachers approach and understand physical education. Purpose: To assess teachers’ perceptions on assessment in different educational stages. Method: Seven experienced physical education teachers from each educational stage (Primary, Secondary and University), and eight Physical Education Teacher Education students participated. A qualitative research design was followed. Results: Primary education teachers advocated for an assessment based on games and play, and they believed that it was not necessary to involve pupils. Secondary education teachers confused assessment with grading, focusing on fitness and sport testing and advocated for an exclusive teacher implementation. University teachers linked assessment to learning and highlighted the need to be transparent. Finally, future physical education teachers encouraged a change, believed that assessment is a complex element of teaching and highlighted the context where assessment will be implemented. Conclusion: Assessment is viewed differently depending on the stage with no common traits.

The way in which Physical Education (PE) is conceived has changed radically in a matter of months. This means that the professional identity of the teaching staff has had to be reconstructed and adapted to an unprecedented situation. The aim of this study is, under the theory of teaching identity and professional reconstruction, to contrast how three groups of teachers from different educational stages teach PE with COVID 19, analyzing the adaptations made in the classroom. Five university teachers, seven school teachers and eight future teachers took part. A qualitative analysis was employed, using reflective journals and discussion groups as data collection instruments. Three categories of analysis were used: a) reconfiguration of the purpose of the subject; b) reconstruction of professional identity; c) main limitations of teaching and solutions found. The results show how teachers in the three educational stages agree on the negative implications of teaching the subject with physical distance. University teachers stress the need to reconsider the aims of the subject in order to adapt to this new situation, while school teachers admit to being very limited on the content to be taught. For their part, the future teachers express great insecurity about being able to apply what they have been taught throughout their university training. It is considered essential to continue researching and reflecting on the evolution of PE teaching in the situation of COVID 19, as well as the curricular and educational role that it should continue to play. Resumen. La forma de concebir la educación física ha cambiado radicalmente en cuestión de meses. Esto hace que la identidad profesional del profesorado haya tenido que reconstruirse y adaptarse a una situación inédita. El objetivo de este estudio es, bajo la teoría de la identidad docente y la reconstrucción profesional, contrastar cómo tres grupos de profesores de diferentes etapas educativas enseñan Educación Física con la COVID 19, analizando las adaptaciones realizadas en el aula. Participaron cinco profesores universitarios, siete profesores de escuela y ocho futuros profesores. Se empleó un análisis cualitativo, utilizando diarios de reflexión y grupos de discusión como instrumentos de recogida de datos. Se utilizaron tres categorías de análisis: a) reconfiguración del propósito de la asignatura; b) reconstrucción de la identidad profesional; c) principales limitaciones de la enseñanza y soluciones encontradas. Los resultados muestran cómo los profesores de las tres etapas educativas coinciden en las implicaciones negativas de la enseñanza de la asignatura con distancia física. Los profesores universitarios destacan la necesidad de reconsiderar los objetivos de la asignatura para adaptarse a esta nueva situación, mientras que los profesores de la escuela admiten estar muy limitados en cuanto a los contenidos a impartir. Por su parte, los futuros profesores manifiestan una gran inseguridad para poder aplicar lo que se les ha enseñado a lo largo de su formación universitaria. Se considera imprescindible seguir investigando y reflexionando sobre la evolución de la enseñanza de la educación física en la situación de la COVID 19, así como el papel curricular y educativo que debe seguir desempeñando.

The objectives of this study were two-fold: to analyse the perceptions of girls who have negative experiences of Physical Education (PE) and to compare this experience with their families’ perspect...

The present article aims to investigate the influence of the use of formative and shared assessment processes on students’ motivation and their level of commitment towards body expression contents in the Physical Education subject. 182 students with ages ranging from 12-13 years old participated in a study that was developed along a didactic unit of corporal expression. Following a qualitative methodology, data was obtained through the observation of individual student diaries, the teacher's diary and a focus group. The results show that a correct use of formative and shared evaluation increases students' motivation to develop expressive contents as well as their individual and group commitment. Students being able to choose their own teams, the greater amount of freedom that the creative methodology offers them, the permanent knowledge of what is demanded from the student, the playful aspect of the contents, and the provision of feedback are some of the factors that influence increased motivation and commitment levels from students. Resumen: El presente artículo tiene como objetivo investigar la influencia del uso de los procesos de evaluación formativa y compartida en la motivación de los estudiantes y su nivel de compromiso con los contenidos de expresión corporal en la asignatura de Educación Física. 182 estudiantes con edades comprendidas entre los 12 y 13 años participaron en un estudio que se desarrolló a lo largo de una unidad didáctica de expresión corporal. Siguiendo una metodología cualitativa, los datos se obtuvieron mediante la observación de los diarios individuales de los estudiantes, el diario del profesor y un grupo de discusión. Los resultados muestran que un uso correcto de la evaluación formativa y compartida aumenta la motivación de los estudiantes para desarrollar contenidos expresivos, así como su compromiso individual y grupal. La posibilidad de que los estudiantes elijan sus propios equipos, la mayor libertad que les ofrece la metodología creativa, el conocimiento permanente de lo que se exige al estudiante, el aspecto lúdico de los contenidos y la administración de retroalimentación son algunos de los factores que influyen en el aumento de los niveles de motivación y compromiso de los estudiantes.

ResumenEl estudio pretende contrastar las percepciones entre docentes y discentes de las titulaciones de educación en relación a la implantación del Espacio Europeo de Educación Superior (plan Bolonia) en España. Un total de 15 estudiantes de la primera promoción del Grado de Maestro de Educación Primaria de la Universidad de Burgos y 12 profesores con experiencia docente en la misma titulación, tanto en los antiguos planes de la Diplomatura de Magisterio como en los actuales de Grado accedieron a participar. Se empleó una metodología cualitativa, verificando de manera exhaustiva las percepciones de los participantes tras su vivencia personal. Se llevaron a cabo dos grupos de discusión estructurados, uno para los estudiantes y otro para el profesorado. Se observa cómo los estudiantes perciben grandes diferencias entre asignaturas y entre los docentes, sobre todo en los procedimientos de evaluación, la metodología aplicada y el aprendizaje para ser futuros docentes. Por otro lado, los profesores manifiestan que el plan Bolonia no ha conllevado tantos cambios como se pretendían, en parte por el elevado número de estudiantes y la escasa formación permanente. Se concluye la falta de estructura y funcionamiento que regula el plan Bolonia bajo el criterio de estudiantes y profesorado.AbstractThe study aims to contrast the perceptions between teachers and students of education degrees in relation to the implementation of the European Higher Education Area (Bologna plan) in Spain. A total of 15 students of the first class of bachelor’s degree in elementary education from the University of Burgos and 12 teachers with teaching experience in the same studies, both in the previous degree and in the current. A qualitative design has been used to verify exhaustively participants’ perceptions of their personal experience. Two structured discussion groups were conducted, one for students and one for teachers. They showed how students perceive major differences between subjects and teachers regarding assessment procedures, methodology used and learning acquired to be future teachers. On the other hand, teachers expressed that the Bologna plan has not brought many changes, partly because of the high number of students and the little training. It is concluded the lack of structure and functioning which regulates the Bologna plan according to both, students and teachers.

The aim of this research is to analyse the emotional tensions experienced by PE students in the setting of the COVID-19 pandemic. Twenty-four students participated in the study. A qualitative methodology was used in which, taking into account the safety and prevention conditions established for the COVID-19 situation, three categories of analysis were obtained: a) experiences regarding the use of the face mask; b) experiences regarding physical distancing; and c) social interaction between students. The researchers' logbooks and three discussion groups were used as data collection instruments. The results show how the COVID-19 safety measures generated emotional changes in students. Funding for open access charge: CRUE-Universitat Jaume I

The aim of this research is to analyse the experiences of seven homosexual students (four boys and three girls) in Physical Education (PE). Their families are also involved in the study, looking in depth at how their children’s experiences have affected their daily lives throughout their adolescence. A qualitative approach is used, exploring the students’ and families’ perceptions from an analytic approach called ‘thinking with theory’ (Jackson & Mazzei, [2012]. Thinking with theory in qualitative research: Viewing data across multiple perspectives. Routledge), with which we try to highlight the networked functioning connections and tensions between some basic ideas of gender performativity theory and the data obtained from the experiences of the students and their families. The data collection instruments used are interviews with the participants and discussion groups with their families. The results show how the construction and reinforcement of gender roles and stereotypes in PE lead them to reject the subject in many cases. They show how, on many occasions, their role is relegated to the background, presenting certain fears and insecurities about taking the initiative in activities. In some cases, the relationship with their peers is clearly limited, receiving gestures of mockery and insults from others. The families admit to having suffered a lot at certain times during their children’s schooling. They explain that there is still a long way to go to achieve true acceptance and inclusion in PE .

espanolEl objetivo de este estudio es analizar la mediacion del clima motivacional entre el estilo interpersonal docente y la satisfaccion y frustracion de la competencia academica en alumnado de educacion superior. El diseno de la investigacion es observacional, descriptivo y transversal, con muestreo por conveniencia. Han participado 354 estudiantes universitarios (59.6% varones) (Medad=21.84; DT=1.98) y se han utilizado las siguientes escalas: Estilo Interpersonal Docente en Educacion Superior, Clima Motivacional en Educacion, Satisfaccion de las Necesidades Psicologicas Basicas y Frustracion de las Necesidades Psicologicas Basicas. Las relaciones predictivas del estilo interpersonal docente sobre la satisfaccion y frustracion de la competencia academica, mediados por el clima motivacional, se han sometido a verificacion mediante un modelo de senderos (path analysis). Se presentan las relaciones directas e indirectas del modelo. Ha quedado demostrada la importancia del clima motivacional como elemento mediador entre el estilo interpersonal docente y la satisfaccion y frustracion de la competencia academica del alumnado, siendo el clima hacia la maestria el mediador mas relevante para la prediccion positiva de la satisfaccion de la competencia a partir de un estilo de apoyo a la autonomia. EnglishThe aim of the study was to analyze the motivational climate mediation between the interpersonal teaching style and the satisfaction and frustration of academic competence in higher education students. The study design was observational, descriptive and cross-sectional, using convenience sampling. 354 higher education students participated (59.6% men) (Mage=21.84; SD=1.98) and the following scales were used: Interpersonal Teaching Style in Higher Education, Motivational Climate in Education, Satisfaction of Basic Psychological Needs and Thwarting of Basic Psychological Needs. A path analysis was used to verify the predictive relationships of the interpersonal teaching style on competence satisfaction and thwarting of basic psychological needs with the motivational climate mediation. The direct and indirect relationships of the model are presented. The importance of the motivational climate as a mediating effect between the interpersonal teaching style and the satisfaction and thwarting of the students’ competence has been demonstrated. The mastery climate was the more relevant mediator for the positive prediction of competence satisfaction based on autonomy support.

The continuous changes in the different legislative systems have led to the application of different ways of understanding students and generating learning in them. In this sense, an area such as physical education is not alien to the continuous changes in teaching learning and its teaching has been modified from a behavioural approach to more cognitive perspectives. In this line, the Attitudinal Style concept arises with the intention of responding to this need for evolution, a global approach to teaching, as well as the generation of materials that allow the participation and learning of all types of students, greatly favoring their involvement and/or adaptation. The objective of this study is to present the Attitudinal Style as a pedagogical model within school physical education, analyzing its characteristics, elements and main purposes. A systematic review of narrative character is used, showing the origins and fundamental elements to justify the Attitudinal Style as a pedagogical model. Thus, aspects such as the generation of positive experiences in the students; the rigorous explanation of what is being learned, adaptation to the content, context and students; the work of collaboration and/or cooperation as a means to achieve a group achievement; the transfer of learning; and the application of formative evaluation, make this model of teaching applicable, relevant and necessary in the different educational levels.

We seek to describe some of the features and symptoms that define novice university teachers in their attempts to pursue a professional career at university. Presently, university culture revolves around the evaluation of professionals based on the quantity of work published in high-impact journals (“weight evaluations”).This situation not only has its effects at a personal level, but also on the quality of the education that teachers might wish to impart. Nine university teachers -five women and four men- with experience of between three and five years in different knowledge areas were interviewed to ascertain these symptoms. The results reflected the stress to which the new teachers are subjected, the implacable assessment programmes that are part and parcel of a professional university career, the distancing of good teaching in favour of demonstrable quality as an investigator and the possibility of suffering from teacher burnout syndrome no sooner than having commenced a professional career.

Cooperative learning (CL) is one of the pedagogical models that has had more application in the area of Physical Education (PE), being highly worked in the initial training of teachers. The aim of the study is to check to what extent future PE teachers are able to apply in the classroom the PE training they have received at university, deepening their fears, insecurities and problems when carrying it out. Thirteen future PE teachers (7 girls and 6 boys) aged 20.87 ± 1.43 participated and, after having been trained in CL in various subjects, applied it in the classroom during their internship. They were selected through purposeful non-probability sampling. A qualitative methodology was used, being the interviews, the teaching diaries and the seminars with the tutor the instruments of data collection used. Three categories of analysis were used: (a) initial expectations in the application of the CL; (b) problems encountered in its implementation; (c) reflection about its application in the future. The results showed how the future teachers did not see their expectations of success fulfilled, encountering resistance from both students and teachers in PE. Furthermore, they reflect the need to continue training in a model that has infinite nuances so that it can be implemented satisfactorily. It is necessary to continue researching a pedagogical model with so many possibilities in the area of PE and with so much transversality on a social level.

The implementation of the pedagogical model has meant an increase in rigour and coherence in Physical Education (PE) classes. The objectives of the study were twofold, (a) to delimit the characteristics and elements that make up Attitudinal Style as a pedagogical model, (b) to analyze the perception of future teachers on the usefulness and transferability of the model in their classes. Twelve future PE teachers (seven women and five men) with an age of 20.14 &plusmn, 1.48 participated. All of them were part of the University of Burgos (Spain). A qualitative approach was used with two data collection instruments (reflective group journals and discussion group) and two categories of analysis were established: (a) usefulness in the construction of professional identity, (b) transferability of the Attitudinal Style in the school. The results showed how future PE teachers consider the model as a transcendental methodological tool in understanding and addressing PE at school. Interpersonal relationships in the classroom, student autonomy and group responsibility are highlighted as necessary aspects with high transferability to the school.

El objetivo de este estudio fue analizar la percepcion que tienen los coordinadores de las secciones bilingues y los docentes de Educacion Fisica (EF) que imparten la materia a traves del ingles sobre el proceso de implantacion y desarrollo del bilinguismo. En el estudio participan la totalidad de centros publicos de Secundaria de Castilla y Leon donde la EF es una de las materias que se imparten en ingles dentro de su seccion bilingue, es decir 26 centros educativos (26 coordinadores y 26 docentes de EF). Tambien se da voz a los estudiantes a traves de grupos de discusion. Se emplea una metodologia mixta que auna procedimientos cuantitativos y cualitativos. Los instrumentos de recogida de datos han sido dos cuestionarios validados por un grupo de expertos y con una fiabilidad contrastada. Ademas, se lleva a cabo un estudio de caso en uno de los centros seleccionados. Se demuestra que la antiguedad del centro como seccion bilingue no asegura su mejor implantacion ( p = .212). Sin embargo, el grado de coordinacion entre los integrantes del equipo bilingue se presenta como un factor condicionante que otorga mejor nivel de funcionamiento del programa bilingue en el centro ( p = .027). Por otro lado, se refleja que la mayor cantidad de ingles durante las clases de EF no implica la utilizacion proporcionada de las cuatro destrezas fundamentales ( p = .062). Tambien, que el ingles no es un factor que implica un menor aprendizaje de contenidos curriculares especificos de la materia. Se concluye sobre la importancia que tiene abordar la EF bilingue a traves de metodologias en las que se fomente el dialogo y la comprension oral. Abstract. The purpose of this study is to explore perceptions towards bilingual education programs in Castilla y Leon and investigate factors that may affect the development of Physical Education (PE) in bilingual education programs. Data were collected from all public secondary schools of Castilla y Leon that included Physical Education as one of the bilingual subjects in their curricula, i.e. 26 schools (26 coordinators and 26 teachers of PE). Students were also asked to participate in discussion groups. The study employed a mixed method design, consisting of a quantitative phase followed by a qualitative phase. Two questionnaires validated by a group of experts were used. In addition, a case study was conducted in one selected center. Based on the results, it is suggested that the number of years of application of bilingual programs in a center does not ensure a better implementation ( p = .212). However, teachers’ coordination appears to be a determinant factor for bilingual education programs in Castilla y Leon ( p = .027). On the other hand, findings from the analysis of both phases indicated that employing more English during PE lessons does not imply a proportionate use of the four fundamental skills ( p = .062). Also, English does not provoke lower specific curricular learnings. This work points out the importance of approaching bilingual PE through methodologies that encourage dialogue and oral comprehension.

The main objective of this research is to analyse the Plan for Coexistence at a Spanish Secondary School and its implementation from the perspective of an inclusive model of school management. Beginning with a theoretical review of different national and international contributions centred on inclusive education and the improvement of school coexistence, we have chosen a qualitative methodology that will enable us to listen and to give a voice to the main members of the school community: students and teachers. We show how the Citizenship Plan follows an inclusive focus, enhancing the participation of the whole community in the different activities that it proposes and how these activities influence student learning. We therefore follow international patterns for inclusive education: culture, politics, and educational practice. As a result, an improvement in the participation of the school community improves the school atmosphere. This participation should be brought about in an efficient and active way, not only by informing, but also by actually taking part in the educational project of the students and in its social setting.

The goal of the study was to contrast the effects that a Cooperative Learning implementation in Physical Education can produce in two different Educational stages: Primary and Secondary Education. A total of 179 students agreed to participate: 96 (44 boys, 52 girls) were enrolled in four Year 7 Primary Education groups (11.37 &plusmn, 0.89 years) and 83 students (38 boys, 45 girls) were enrolled in three Year 11 Secondary Education groups (15.42 &plusmn, 1.12 years). Convenience sampling was used. All groups experienced three consecutive learning units (23 sessions). At post-test, motivation increased significantly in the two groups (p = 0.031, p = 0.029), while social interaction only in the Secondary Education group (p = 0.024), and a significant difference between groups was also obtained in the post-test (p = 0.034). All effect sizes exceed the value of 0.87, which is considered large. Qualitative data showed that the teacher highlighted the importance of cooperation in Physical Education in order to promote respect for others and joint thinking in Primary Education.

[Resumen] El objetivo fue analizar la relación entre el nivel de actividad física moderada-vigorosa y el clima motivacional de docentes de educación física (EF). Participaron 125 docentes (71 hombres y 45 mujeres) de EF de Costa Rica, con una media edad de 40.12 ± 13.62 años. Se desarrollaron cinco talleres prácticos de combas bajo el Estilo Actitudinal. Se utilizó el programa SOFIT para registrar el tiempo y la intensidad de la actividad física realizada y el cuestionario del clima motivacional percibido en el deporte-2 (PMCSQ-2). También se realizó un grupo de discusión con 10 de los docentes. La variable de aprendizaje cooperativo y la del papel importante del estudiante correlacionaron significativamente con el índice de actividad física moderada-vigorosa. La de reconocimiento desigual entre compañeros lo hizo de manera inversa. Los docentes valoraron positivamente la formación recibida de cara a repensar la importancia el rol del docente de EF en el aula. [Abstract] If we want to generate motivation in our PE students, it is necessary to analyze what the teacher has in terms of the physical activity carried out. The objective was to analyze the relationship between the level of moderate-vigorous physical activity and the motivational climate of physical education teachers (PE). Participated were 125 teachers (71 men and 45 women) of PE from Costa Rica, with an average age of 40.12 ± 13.62 years. Five practical jump rope workshops were developed under the attitudinal style. The SOFIT program was used to record the time and intensity of the physical activity performed and the motivational climate questionnaire perceived in sport-2 (PMCSQ-2). A discussion group was also held with 10 of the teachers. The variable of cooperative learning (p=.022) and that of the important role of the student (p=.039) correlated significantly with the index of moderate-vigorous physical activity. The variable of unequal recognition among partners did it in an inverse way (p=.032). The teachers positively evaluated the training received in order to rethink the importance of the role of the PE teacher in the classroom. It is important to continue working in the training of teachers on bodily practices that generate motivation in themselves, as it guarantees to a greater extent that it is implemented in the classroom.

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.

La evaluación formativa es una poderosa herramienta de aprendizaje. Cuando se vincula a procesos de andamiaje, puede generar un mayor nivel de implicación de los estudiantes y promover la autorregulación de su aprendizaje. Este taller presenta, de forma detallada, el proceso de andamiaje y evaluación formativa llevado a cabo en una asignatura de grado universitario. Asimismo, se identificarán situaciones óptimas para implementar procesos triádicos de evaluación compartida, que integren de forma sólida y coherente autoevaluación, coevaluación y heteroevaluación.

La presente tesis doctoral tiene como objetivo caracterizar la metodología empleada en la enseñanza integrada de Educación Física (EF) e inglés en la Comunidad de Castilla y León (CyL). En el estudio participan la totalidad de centros públicos de Secundaria de CyL donde la EF es una de las materias que se imparten en inglés dentro de su sección bilingüe, es decir 26 centros educativos. Se emplea una metodología mixta que estructura la investigación en dos fases: una primera cuantitativa y una segunda cualitativa. Entre los resultados obtenidos se encuentra que los profesores de EF tienen una percepción positiva sobre las posibilidades que la materia puede ofrecer en el aprendizaje del inglés. Se concluye que las destrezas de comprensión y expresión oral en inglés son las más utilizadas en EF. Finalmente, se ratifica que la organización de grupos en modalidades bilingüe y no bilingüe coincide con la obtención de mejores y peores resultados académicos respectivamente, This dissertation aims to characterize the methodology used in PE teaching in the community of Castilla y León. The study is carried out with all public secondary schools in Castilla y León where PE was one of the subjects taught in English, i.e. 26 schools are participating in the study. This study uses a mixed methodology beginning with quantitative analyses and followed with qualitative analyses. Evidences show that teachers have a positive perception about possibilities of PE in English learning. It is concluded that comprehension and oral expression skills are more used than comprehension and written expression in PE. The organization of groups in not bilingual and bilingual coincides with best and worst academic results respectively

El objetivo de este estudio fue comparar la percepcion que tienen estudiantes de Grado en Primaria sobre sus competencias transversales, docentes y especificas antes y despues de un proceso de evaluacion formativa llevado a cabo en la asignatura de Educacion fisica y su Didactica. En el estudio participan 29 alumnos de 2o curso del Grado de Maestro en Educacion Primaria. Se emplea un diseno cuasi-experimental mediante la aplicacion de pretest y postest. Como instrumento de recogida de datos se utiliza un cuestionario validado por expertos pertenecientes a la Red Nacional de Evaluacion Formativa y Compartida. Se demuestra que los estudiantes perciben haber mejorado sus competencias docentes finalizada la asignatura. Sin embargo, son las competencias especificas docentes de Educacion fisica sobre las que el alumnado percibe haber mejorado en mayor medida. Se concluye sobre la influencia positiva que tienen los procesos de evaluacion formativa en la autopercepcion de competencias adquiridas por los estudiantes.

La experiencia presenta la hibridacion de modelos pedagogicos como el Estilo Actitudinal de educacion fisica, el Aprendizaje cooperativo de caracter general y tecnicas relacionadas con el e-learning como el Flipped-classroom, vinculadas todas ellas a las denominadas metodologias activas. Esta es llevada a cabo con el aprendizaje de cabuyeria y franqueamiento de obstaculos en relacion al medio natural, en contextos tan diferentes pero intimamente relacionados como los centros de primaria, los de secundaria y los de formacion de futuros docentes de educacion fisica. La actividad, con un alto caracter cooperativo, muestra la realidad de la interdependencia positiva entre los miembros del grupo. Ademas, el proceso de evaluacion formativa llevado a cabo, a traves de una escala de valoracion y la coevaluacion intragrupal, permite comprobar al alumnado el potencial educativo de los procesos de aprendizaje compartido utilizando de un instrumento de evaluacion objetivo entregado al inicio de la unidad.

La experiencia presenta la utilizacion de un video-diario de evidencias en el que el alumnado debe hacer visible su aprendizaje. La actividad, con un alto caracter cooperativo, debe mostrar interdependencia positiva entre los miembros del grupo. Para ello, tras una reflexion inicial individual y en grupo, el proceso de tutorizacion durante el proceso de aprendizaje y la utilizacion de una escala graduada para la autoevaluacion de la produccion de manera regular, permite al alumnado involucrarse en el proceso de aprendizaje. Ademas, el proceso de evaluacion formativa llevado a cabo permite comprobar al alumnado el potencial educativo de los procesos de tutorizacion utilizando un instrumento de evaluacion objetivo entregado al inicio de la asignatura.

Autobiographical researches have shown a high scientific contribution and a real useful for understanding educational phenomena in Physical Education (PE). This paper analyzes the professional career of a university lecturer who currently works in the training of future teachers PE. There are three main periodic phases which were analyzed: (1) "Ending of university studies", (2) "started as a teacher at the university" and (3) "After six years as a teacher at the university". This qualitative methodological technique has been structured from reflective teacher journal as a tool for data collection. Three categories for the presentation of the results were made: (1) "Conception and reflection on the PE", (2) "Vocation and satisfaction in the teaching profession EF" and (3) "Objectives and lines of promotion and future improvement". The results show how through the vocation of teaching and motivation for being PE teacher, he managed a large number of merits and recognition in the academic field. In addition, it’s shown the progressive personal and professional self-knowledge that the teacher experienced over time. It is concluded on the importance of a good academic advice from compulsory education and the importance of self-confidence to get the training challenges of the future.