Modelos de aprendizaje, autoeficacia e influencia de las técnicas básicas del fútbol en los resultados de aprendizaje de los estudiantes
DOI:
https://doi.org/10.47197/retos.v65.111243Palabras clave:
Educación física, modelo de aprendizaje basado en la indagación, modelado autoeficacia, técnicas básicas de fútbolResumen
Introducción: Muchos estudios han explorado varios modelos de aprendizaje en educación física, pero su implementación a menudo presta poca atención al desarrollo de las habilidades afectivas, incluida la falta de agrupamiento de las habilidades afectivas en diferentes niveles.
Objetivo: Por lo tanto, el propósito de este estudio es analizar cómo los diferentes modelos de aprendizaje afectan el progreso del aprendizaje de las técnicas básicas del fútbol en diferentes niveles de capacidad de autoeficacia.
Metodología: Este estudio aplicó un diseño experimental factorial de dos vías, dividiendo los métodos de aprendizaje en dos grupos: tutoría entre pares y demostración. Además, el nivel de habilidad motora se dividió en dos categorías: alto y bajo. Un total de 60 estudiantes de secundaria, grado 7, fueron seleccionados a través de un muestreo aleatorio por conglomerados para participar en el estudio. Los participantes en este estudio se dividieron en cuatro grupos que recibieron tratamiento durante aproximadamente seis semanas. Los datos sobre la capacidad de autoeficacia se recopilaron a través de una escala de autoeficacia, mientras que los datos sobre las habilidades básicas en el fútbol se tomaron de la prueba de fútbol de Johnson, incluidos los pases, el regate y el tiro. Posteriormente, los datos se analizaron utilizando ANOVA factorial de dos vías y seguido de la prueba post-hoc de Tukey.
Resultados: Los resultados muestran que el modelo de aprendizaje basado en la indagación resultó en niveles de aprendizaje más altos que el modelo de aprendizaje basado en la indagación (P < 0,05). Además, hubo una interacción significativa entre los dos modelos de aprendizaje y el nivel de capacidad de autoeficacia (P < 0,05).
Conclusiones: Además, el modelo de aprendizaje basado en la indagación demostró ser más eficaz que el modelo de aprendizaje basado en la indagación para estudiantes con un alto nivel de capacidad de autoeficacia (P < 0,05).
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Derechos de autor 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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