Study on key factors affecting motor learning among future Physical Education teachers in undergraduate training
DOI:
https://doi.org/10.47197/retos.v73.117152Keywords:
Motivation, motor skill learning, pedagogical practices, physical education and sport , teacher trainingAbstract
Introduction: The acquisition of sport-related skills among undergraduate students enrolled in Physical Education and Sport teacher training programs is influenced by a combination of personal and contextual factors that shape performance, engagement, and motivation.
Objective: This study aims to identify and analyze the key parameters affecting motor skill learning among students enrolled in a bachelor's degree program in Physical Education in north Morocco.
Methodology: A structured questionnaire was administered to 403 students, focusing on their sporting background, motivation, pedagogical preferences, and perceptions of the learning environment. Data were analyzed using descriptive and cross-tabulated statistics.
Results: The findings reveal that prior sport experience, personal motivation, and the quality of teacher feedback are the most influential factors in acquiring motor skills. Most participants expressed a preference for a pedagogical approach that combines demonstration, verbal explanation, and personalized support.
Discussion: The results were consistent with prior work underscoring the roles of previous sport experience, personal motivation, and teacher feedback in motor learning, while adding evidence from a North African university setting. Preference for combined demonstration and verbal explanation aligned with learner-centered pedagogy. Self-reported outcomes and the cross-sectional design limited causal inference.
Conclusion: Structured, frequent, criterion-based feedback integrated with demonstration and guided practice appeared to enhance students’ perceived motor learning. Programs should tailor progressions to sport history and strengthen mentoring.
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