Abstract
In the framework that interdisciplinary projects could be a potential tool to improve learning processes in higher education, a teaching innovation experience was carried out. This study presents the didactic experience carried out between two first-year subjects of the Degree in Physical Activity and Sport Sciences. The experience consisted of designing and implementing a practice activity from an interdisciplinary approach and with the support of technological tools, such as the use of platforms, recordings and sports technique analysis software. The main aim of the present study was to assess such an experience according to students’ perception. The instrument used to assess such an interdisciplinary experience was a questionnaire of 17 items. The sample comprised 79 students who attended both subjects simultaneously. The reliability of the instrument is ensured according to Cronbach’s alpha (a = 0.903). The results of this study, as interdisciplinarity and organizational aspects, were highly assessed. The analysis of the survey also indicates that this interdisciplinary practice activity helped subjects to achieve a more meaningful level of both integrated and specific knowledge.
Highlights
The implementation of the European Higher Education Area (EHEA) promotes skills-based learning that students must develop
I would like to carry out practices linking the Biomechanics of Physical Activity (BPA) subject with other subjects
The items associated with the organizational aspects of the activity were satisfactorily valued by the students (Me = 4)
Summary
The implementation of the European Higher Education Area (EHEA) promotes skills-based learning that students must develop. González and Wagenaar [1] define the term “competencies” as a dynamic set of attributes, linked to the knowledge and implementation that describe the learning objectives of an educational program This new plan has motivated university faculty to rethink teaching strategies, prioritizing the teaching process over what is taught and framing the contents in the context of their professional future. Torres [7] pointed out that the classical educational model by disciplines is based on a fragmentation (or atomization) of knowledge which started at the beginning of the last century He suggests that this traditional education model encourages students to develop memoirist strategies in order to meet their curricular requirements. This model entails several drawbacks, such as the difficulty of critical reflection, an abstract perception of concepts and an obvious difficulty in applying the acquired knowledge to their future professional environment
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