Active Methodologies in Physical Education: Perception and Opinion of Students on the Pedagogical Model Used by Their Teachers.

Emilio Crisol Moya,María Jesús Caurcel Cara

doi:10.3390/ijerph18041438

Abstract

The teaching of physical education today still incorporates innovative methodologies in order to create quality physical education. This article sets out to describe which pedagogical model is used in the initial training of physical education teachers at the University of Granada, from the perspective of the students. The study adopted an exploratory, descriptive and comparative research design, applying a survey to a sample of 303 physical education students. The students perceive that their teachers make use of different organising modalities, methodological strategies and assessment systems that favour the use of active methodologies. The structural equations model for analysing predictive relations between the three methodological components (organising modalities, methodological approaches and evaluation systems) was fitted correctly, obtaining positive relations between the three components. The model also showed positive and negative influences in the opinion of the students in the planning of the teaching–learning methodologies and some of the methodological components. The results indicate that the perception and opinion of the physical education students take on a special role in the development of student-centred methodologies.

Highlights

Education today has inherited a tradition characterised by a one-size-fits-all methodology [1] aimed at an education focused on content, materials, pacing and method [2].there are other forms of education that seek to reinvent education, such as neuro-education
A direct and significant (p < 0.01) relation was found between the responses concerning the context in the university classrooms (Factor IV) and methodological renewal (Factor I) (r = 0.497), the responses obtained on the use of active methodologies (Factor II) (r = 0.229) and the context in the university (Factor III) (r = 0.807)
A relation was revealed between the STF and the Opinion Methodological Approaches (OMA) and Opinion Assessment Systems (OAS). These results indicate that the perception the students held of the methodological approaches that their teachers used frequently was correlated with the opinion they held on these methodological approaches

Summary

Introduction

Education today has inherited a tradition characterised by a one-size-fits-all methodology [1] aimed at an education focused on content, materials, pacing and method [2].there are other forms of education that seek to reinvent education, such as neuro-education. This is a new vision of teaching that provides educational strategies and technologies that are based on how the brain functions This educational discipline brings together knowledge on neuroscience, psychology and education with the aim of optimising the teaching–learning process [3] through the creation of innovative teaching methodologies, formed from data provided by neuro-education [4]. Through this premise, students are not limited to passively receiving information; rather, they handle it, participating actively in its creation [5]. This idea has led to the promulgation of the concept of active methodology, which is a new form of transmitting and creating knowledge that is shared and developed by the students themselves, under guidance from the teacher for an optimal achievement of objectives [6], and the consolidation of content [7,8,9]

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Discussion

Conclusion