Modelos de aprendizagem, autoeficácia e a influência nos resultados de aprendizagem dos alunos sobre as técnicas básicas de futebol
DOI:
https://doi.org/10.47197/retos.v65.111243Palavras-chave:
Educação física, modelo de aprendizagem baseado na aprendizagem, modelado, autoeficácia, técnicas básicas de futebolResumo
Introdução: Muitos estudos exploraram vários modelos de aprendizagem em educação física, mas a sua implementação a menudo presta atenção ao desenvolvimento de competências afetivas, incluindo a falta de treino de competências afetivas em diferentes níveis.
Objectivo: Por este motivo, o objectivo deste estudo é analisar como os diferentes modelos de aprendizagem afectam o progresso da aprendizagem das técnicas básicas de futebol em diferentes níveis de capacidade de auto-eficácia.
Metodologia: Este estudo aplicou um desenho experimental fatorial bidirecional, dividindo os métodos de aprendizagem em dois grupos: tutoria entre pares e demonstração. Além disso, o nível de habilidade motora foi dividido em duas categorias: alto e baixo. Um total de 60 estudantes do ensino secundário, de grau 7, foram selecionados através de um museu aleatório por conglomerados para participar no estúdio. Os participantes deste estúdio foram divididos em quatro grupos que receberam tratamento durante aproximadamente seis semanas. Os dados sobre a capacidade de autoeficácia são recolhidos através de uma escala de autoeficácia, enquanto os dados sobre as competências básicas do futebol são tomados pela prova de futebol de Johnson, incluindo as etapas, o regate e o tiro. Posteriormente, os dados foram analisados utilizando ANOVA fatorial bidirecional e seguido do teste post-hoc de Tukey.
Resultados: Os resultados mostram que o modelo de aprendizagem baseado na inflação resultou em níveis de aprendizagem superiores ao modelo de aprendizagem baseado na inflação (P < 0,05). Além disso, existe uma interação significativa entre os modelos de aprendizagem e o nível de capacidade de autoeficácia (P < 0,05).
Conclusões: Além disso, o modelo de aprendizagem baseado na aprendizagem demonstrou ser mais eficaz do que o modelo de aprendizagem baseado na aprendizagem para os alunos com um elevado nível de capacidade de autoeficácia (P < 0,05).
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Direitos de Autor (c) 2025 Iyan Nurdiyan Haris, Mesa Rahmi Stephani, Ernawati Ernawati, Tri Maniarta Sari, Riezka Eka Mayasari, Basrawi Basrawi, Syarif Hidayat Nasir, Irsan Rahman, Syamsul Rijal, Muh. Nurtanzis Sutoyo
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