Perceptions of High School students towards the learning of gymnastic and acrobatic skills

Abstract

This quasi-experimental research focuses on analysing attitudes towards the practice of gymnastic and acrobatic skills in a sample of High School students, according to the teaching styles applied. The development of gymnastic skills is approached through two different teaching methods; on the one hand, traditional teaching: direct command and assignment of tasks and, on the other hand, a participative style: microteaching. The results show that through participatory methodologies, predisposition and satisfaction towards gymnastic practices are favoured, as well as the improvement of collaborative attitudes; while through traditional styles, the perception of the improvement of motor learning and the correction of one's own mistakes are encouraged. Therefore, the teaching style adopted by the teacher may condition the relationship of the latter with the different elements of the didactic context, in such a way that it will mark the relationships between them. To promote optimal learning environments, teachers must master, combine, and apply different teaching styles after establishing a prior analysis of the situation within the classroom.