Análisis comparativo de la efectividad de las estrategias de enseñanza sobrela condición física de los y las estudiantes en lecciones de educación física
Barra lateral del artículo
Contenido principal del artículo
DOI:
https://doi.org/10.17979/sportis.2025.11.4.11976Resumen
Los métodos de enseñanza efectivos en educación física son cruciales para lograr resultados positivos; sin embargo, la investigación sobre el impacto de las estrategias en desarrollo sigue siendo limitada. Este estudio compara tres estrategias de enseñanza de educación física entre estudiantes secundarios tunecinos, centrándose en su impacto en la condición física. La investigación actual empleó un diseño observacional reflexivo durante tres trimestres escolares, cada uno implementando una estrategia de enseñanza distinta: controlada, motivacional y creativa. Los indicadores de condición física se evaluaron utilizando seis indicadores (IMC, flexibilidad, salto vertical, carrera de relevos, salto de longitud, flexiones) y se analizaron con un modelo ANOVA mixto. En 2024, 67 estudiantes (32 varones, 35 mujeres) de entre 16 y 18 años completaron seis pruebas de condición física. Se encontraron diferencias significativas en la efectividad general del entrenamiento para todos los estudiantes en el salto vertical (p < 0.001, η² = 0.183), flexibilidad (p < 0.001, η² = 0.028) y carrera de relevos de 10 x 5 m (p < 0.001, η² = 0.033). Los análisis post-hoc revelaron que la enseñanza creativa fue la estrategia más efectiva para mejorar la condición física, mientras que la enseñanza motivacional fue menos efectiva, especialmente al mostrar peores resultados en mejorar el rendimiento en la carrera de relevos. El análisis por género reveló efectos significativos para flexibilidad (p < 0.001, η² = 0.026) en mujeres y flexiones (p < 0.001, η² = 0.030) en varones, siendo la enseñanza creativa la que de nuevo arrojó resultados superiores en estas áreas en comparación con otras estrategias. Finalmente, estos hallazgos muestran que la enseñanza motivacional fomenta el comportamiento, la enseñanza controlada se basa en la supervisión, y la enseñanza creativa promueve la innovación y la creatividad. Y que las estrategias de enseñanza avanzadas deben adaptar las intervenciones a diversos resultados de acondicionamiento físico y comportamientos individuales.
Palabras clave:
Detalles del artículo
Referencias
Adam, C., Klissouras, V., Ravazzolo, M., Renson, R., & Tuxworth, W. (1988). Eurofit: European Test of Physical Fitness Council of Europe. Committee for the Development of Sport Rome.
Al-Dababneh, K. A., Al-Zboon, E. K., & Ahmad, J. (2017). The creative environment: teachers’ perceptions, self-efficacy, and teaching experience for fostering children’s creativity. Early Child Development and Care, 189(10), 1620–1637. https://doi.org/10.1080/03004430.2017.1400969
Amani, J., & Fussy, D. S. (2023). Balancing child-centred and teacher-centred didactic approaches in early years learning. Education 3-13, 53(3), 353–365. https://doi.org/10.1080/03004279.2023.2189905
Ashraf, M.A., Mollah, S., Perveen, S., Shabnam, N., & Nahar, L. (2022). Pedagogical applications, prospects, and challenges of blended learning in Chinese higher education: a systematic review. Front. Psychol. 12, 772322. https://doi.org/10.3389/fpsyg.2021.772322
Baena-Morales, S., & Ferriz-Valero, A. (2023). What about physical education and sustainable development goals? A scoping review. Physical Education and Sport Pedagogy, 1–18. https://doi.org/10.1080/17408989.2023.2214572
Bennie, A., Peralta, L., Gibbons, S., Lubans, D., & Rosenkranz, R. (2016). Physical education teachers’ perceptions about the effectiveness and acceptability of strategies used to increase relevance and choice for students in physical education classes. Asia-Pacific Journal of Teacher Education, 45(3), 302–319. https://doi.org/10.1080/1359866X.2016.1207059
Biggs, J., Tang, C., & Kennedy, G. (2022). Teaching for quality learning at university 5e. McGraw-hill education (UK).
Cheon, S. H., Reeve, J., & Ntoumanis, N. (2018). A needs-supportive intervention to help PE teachers enhance students’ prosocial behavior and diminish antisocial behavior. Psychology of Sport and Exercise, 35, 74–88. https://doi.org/10.1016/j.psychsport.2017.11.010
De Meyer, J., Soenens, B., Aelterman, N., De Bourdeaudhuij, I., & Haerens, L. (2016). The different faces of controlling teaching: implications of a distinction between externally and internally controlling teaching for students’ motivation in physical education. Physical Education and Sport Pedagogy, 21(6), 632–652. https://doi.org/10.1080/17408989.2015.1112777
Derbali, C. (2020). Relationships between the components of physical fitness and athletic performance in youth pole vaulters: a prospective study in a Tunisian secondary school setting. Journal of Physical Education & Health, 9(16), 48–55. https://doi.org/10.5281/zenodo.5196166
Dewett, T. (2006). Exploring the role of risk in employee creativity. In T. Dewett (Ed.), The journal of creative behavior (Vol. 40, issue 1, p. 27), Wiley. https://doi.org/10.1002/j.2162-6057.2006.tb01265.x.
George, D., & Mallery, P. (2018). IBM SPSS Statistics 25 Step by Step. https://doi.org/10.4324/9781351033909
Girard, S., Desbiens, J. F., & Hogue, A. M. (2021). Effects of a training course on creation of an empowering motivational climate in physical education: a quasi-experimental study. Physical Education and Sport Pedagogy, 28(1), 56–75. https://doi.org/10.1080/17408989.2021.1953457
Guijarro-Romero, S., Mayorga-Vega, D., Casado-Robles, C., Viciana, J. (2020). Effect of a physical education-based fitness intermittent teaching unit on high school students’ cardiorespiratory fitness: A cluster-randomized controlled trial. J Sports Med. Phys. Fitness, 60(5):700-708. 10.23736/S0022-4707.20.10328-1
Hargreaves, J. (2008). Risk: the ethics of a creative curriculum. Innovations in Education and Teaching International, 45(3), 227–234. https://doi.org/10.1080/14703290802176006
Hayes, B. G. (2008). The Use of Multimedia Instruction in Counselor Education: A Creative Teaching Strategy. Journal of Creativity in Mental Health, 3(3), 243–253. https://doi.org/10.1080/15401380802334614
Hodges, M., Phelps, A., Knipe, R., Doherty, B., Colburn, J., & Hamilton, X. D. (2022). Secondary physical education teaching methods course: through the lens of the preservice teachers. Curriculum Studies in Health and Physical Education, 14(1), 92–108. https://doi.org/10.1080/25742981.2022.2042340
https://doi.org/10.1080/17408989.2021.1999917
Joo, Y., & Schachter, R. E. (2025). Understanding how teachers’ beliefs about learning are connected across curriculum, planning, and enactment. Journal of Early Childhood Teacher Education, 1–26. https://doi.org/10.1080/10901027.2024.2443845
Ju, R., Hong, S., & Song, J. H. (2024). Differential effects of graduate students’ motivational orientations and motivational strategy interventions on learning outcomes. Learning: Research and Practice, 10(2), 204–218. https://doi.org/10.1080/23735082.2024.2314769
Leibovitch, Y M., Beencke, A., Ellerton, P J., Mc Brien, C., Robinson-Taylor, C-L., Brown, D J. (2025). Teachers’ (evolving) beliefs about critical thinking education during professional learning: A multi- case study. Thinking Skills and Creativity 56, 101725. https://doi.org/10.1016/j.tsc.2024.101725
Lenzen, B., Barthe, C., Cordoba, A., Deriaz, D., Poussin, B., Pürro, C., Voisard, N. (2021). Merging observational and interview data to study and improve the adaptability of the products of didactic engineering to ordinary teaching in physical education. Physical Education and Sport Pedagogy, 27(2), 186–199.
Mo, Z., Lai, B., Wen, A., & Shu, G. (2025). Performance, strategy, and evaluation of truss string structure based on active control. Structures 75, 108706. https://doi.org/10.1016/j.istruc.2025.108706
Oh, J., & Graber, K. C. (2016). National Curriculum for Physical Education in the United States. Quest, 69(2), 220–235. https://doi.org/10.1080/00336297.2016.1218776
Oh, J., Graber, K. C., Mays Woods, A., & Templin, T. (2021). Assessment of the Feasibility of a National Curriculum for Improving the Quality of Physical Education in the United States. Quest, 74(1), 37–57. https://doi.org/10.1080/00336297.2021.2003831
Paek, S., Suehyeon, J., Katz-Buoincontro, Jen, H., Park, Hye-jeong, O., Osuagwu, Oyinyechi, T., Hurwich, Talia. (2025). How might creative problem-solving be related to prosocial motivation? An exploratory pilot study. Learning and Individual Differences. 118, 102606. https://doi.org/10.1016/j.lindif.2024.102606
Pill, S., & SueSee, B. (2017). Including Critical Thinking and Problem Solving in Physical Education. Journal of Physical Education, Recreation & Dance, 88(9), 43–49. https://doi.org/10.1080/07303084.2017.1367741
Sandoval Cifuentes, A. A., Cardona Ortiz, G. A., & Villarreal Angeles, M. A. (2025). Percepción de salud de los estudiantes de pregrado de la Universidad del Tolima, usuarios del gimnasio en relación con su nivel de actividad física. Retos, 62, 756–764. https://doi.org/10.47197/retos.v62.109396
Santiago Guijarro-Romero, Daniel Mayorga-Vega, Carolina Casado-Robles, Jesús Viciana (2020). Does students’ self-determined motivation toward Physical Education influence the effectiveness of a fitness teaching unit? A cluster-randomized controlled trial and cluster analysis. Psychology of Sport and Exercise 51, 101768. https://doi.org/10.1016/j.psychsport.2020.101768
Shaber, N., Shah, S. K., Imran, M., & Almusharraf, N. (2025). Exploring the relationship between critical thinking and creativity in university students: gender differences and the assessment of skills. Education Sciences, 2(15), 464. https://doi.org/10.3390/educsci15040464
Su, W., Wanchun, S.M., Srinivasan, Sudha Madhav, A.N., Bhat, Anjana Narayan (2025). Effects of creative movement, general movement, or seated play interventions on motor performance in children with autism spectrum disorder: A pilot randomized controlled trial. Research in Autism Spectrum Disorders, 119, 102501. https://doi.org/10.1016/j.rasd.2024.102501
Sun, J., Chang, J., Zhu, E., Sun, X., Tao, Y., Chen, X. (2023). Comparative research on the development of college students’ physical fitness based on online physical education during the COVID-19 pandemic. BMC Publ. Health, 23(1) 1–7, https://doi.org/10.1186/s12889-023-15599-7
Tao, Z., Zhu, E., Sun, X. & Sun, J. (2024). Comparative effects of three different physical education teaching modes on college students’ physical fitness during the COVID-19 pandemic: A longitudinal study. Heliyon 10, e28305. https://doi.org/10.1016/j.heliyon.2024.e28305.
Tsuda, E., Ward, P., Hastie, P., Ko, B., Santiago, J. A., Kim, I., Ressler, J. D. (2024). Strategies for the Teaching of Content Courses in Physical Education Teacher Education. Journal of Physical Education, Recreation & Dance, 95(6), 20–25. https://doi.org/10.1080/07303084.2024.2355869
Wang, L., & Chen, R. (2021). Psychological needs satisfaction, self-determined motivation, and physical activity of students in physical education: Comparison across gender and school levels. European Journal of Sport Science, 22(10), 1577–1585. https://doi.org/10.1080/17461391.2021.1978558
Welch, R., Alfrey, L., & Harris, A. (2020). Creativity in Australian health and physical education curriculum and pedagogy. Sport, Education and Society, 26(5), 471–485. https://doi.org/10.1080/13573322.2020.1763943
Yolcu, O., Hürmeriç Altunsöz, I., İnce, M. L., & Kriellaars, D. J. (2024). Use of parkour in primary school physical education to develop motor creativity, divergent thinking, movement competence, and perceived motor competence. Physical Education and Sport Pedagogy, 1–14. https://doi.org/10.1080/17408989.2024.2400094
Zahid, A., Nawab, A. (2025). Teaching strategies influencing learning strategies: Exploration of teaching and learning practices in a higher education context in Pakistan. Social Sciences & Humanities Open 11, 2025, 101442. https://doi.org/10.1016/j.ssaho.2025.101442