Efectos de una unidad híbrida (MED/TGfU) en las NPB y autonomía de educadores físicos en formación
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https://doi.org/10.17979/sportis.2025.11.4.11779Resumen
A medida que evolucionan los métodos tradicionales de enseñanza en educación física, los modelos innovadores son cada vez más cruciales para mejorar la motivación y el sentido de autonomía de los estudiantes. Esta investigación pretendía analizar el efecto de una unidad híbrida SEM / TGfU de balonmano en comparación con una unidad de Enfoque Liderado por Restricciones (CLA) sobre la NPB y el apoyo a la autonomía de los estudiantes universitarios. El estudio incluyó a 38 estudiantes universitarios (11 mujeres, 29 hombres) que participaron en una unidad híbrida SEM/TGfU o en una unidad CLA durante 12 clases de balonmano. La motivación y la satisfacción se evaluaron mediante cuestionarios validados en un diseño cuasi-experimental pre/post-intervención. Un análisis multivariante de varianza 2 (modelo pedagógico) x 2 (tiempo de prueba) reveló mejoras significativas en autonomía (p = 0,01, d = -0,78) y competencia (p = 0,08, d = -0,62) para el grupo híbrido, sin cambios significativos en relación (p = 0,54, d = -0,21). Los estudiantes del modelo híbrido percibieron un mayor apoyo a la autonomía por parte del profesorado, especialmente en cuanto al interés por sus opiniones (p = 0,001, η² = 0,76) y evaluación del comportamiento autónomo (p = 0,01, η² = 0,36). Este estudio muestra que una unidad híbrida SEM/TGfU en balonmano mejora la autonomía y competencia de los estudiantes, sin diferencias significativas en la relación.
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