Hybridizing Outdoor Adventure Education and Cooperative Learning in physical education. Students and teachers’ views
The goal of the study was to assess the effects of two instructional frameworks (Cooperative Learning/Outdoor Adventure Education hybridization and Direct Instruction) on students’ motivation and disruptive behaviours and explore students and teachers’ views on hybridization. The participants we
Exploring Game Performance and Game Involvement: Effects of a Sport Education Season and a Combined Sport Education—Teaching Games for Understanding Unit
Purpose: The purpose of this study was to establish any difference in terms of game performance and game involvement using Sport Education (SE) or a combined use of SE and Teaching Games for Understanding (TGfU). In a bid to facilitate future implementation of these models, the study provides a rich
Game Performance Assessment Instrument in Physical Education: A systematic review.
The GPAI assesses game performance in physical education, highlighting hybrid pedagogical models that enhance learning. Its implementation leverages technology, such as video recordings, and encourages active student involvement in the evaluation process.
The Teaching Personal and Social Responsibility model within the school context: A systematic review.
Implementing a sport education model in physical education classes helps overweight and obese children achieve WHO-recommended activity levels, similar to their normal-weight peers. Key components such as role assignments, structured routines, and student autonomy enhance engagement and inclusivity
El modelo de Educación Deportiva en España: una revisión sistemática
La investigación en relación al modelo de Educación Deportiva (ED) ha mostrado un impacto positivo en los estudiantes. Sin embargo, se encuentran resultados contradictorios y escasos en algunos campos o dominios. El objetivo de esta revisión fue ofrecer una visión de las implementaciones más r
Hibridando el Aprendizaje Cooperativo, la Educación Aventura y la Gamificación a través de la carrera de orientación
La práctica de actividad física en el medio natural no garantiza la formación de los estudiantes, ya que puede reducirse a aprendizajes técnicos o a la facilitación de sensaciones placenteras. El presente artículo aporta una propuesta de innovación educativa, cuyo objetivo es adaptar la norma
Teacher or student-centred model? Step-by-step analysis of basic psychological needs of a new sport – goubak
This study evaluated the satisfaction of basic psychological needs (autonomy, competence, relatedness, and novelty) in Year 5–6 students (10–12 years old) by an alternative and new sport, goubak, using two pedagogical models, i.e., sport education and direct instruction. A total of 110 students
The role of physical education in the achievementof international recommendations: A study basedon pedagogical models
Physical activity (PA) has been associated with numerous benefits. The World Health Organizationrecommends practicing 60 minutes of Moderate to Vigorous PA (MVPA). However, young people are not achieving these recommendations. Physical education, due to their purely motor character has been highligh
Effects of 6 Weeks Direct Instruction and Teaching Games for Understanding Programs on Physical Activity and Tactical Behaviour in U-12 Soccer Players
The purpose of this study was to compare the effects of 6 weeks direct instruction and teaching games for understanding (TGfU) programs on the decision-making and execution (post-interventions), as well, as on the physical activity (PA) levels during sessions. Thirty under-12 football players partic
“Cooperative Learning Does Not Work for Me”: Analysis of Its Implementation in Future Physical Education Teachers
Cooperative learning (CL) is one of the pedagogical models that has had moreapplication in the area of Physical Education (PE), being highly worked in the initialtraining of teachers. The aim of the study is to check to what extent future PE teachersare able to apply in the classroom the PE training