Didactic strategies in Physical Education: a comparative study of instructional approaches to improve student engagement and motor learning
DOI:
https://doi.org/10.47197/retos.v78.118583Keywords:
Didactic strategies, Physical Education, instructional approaches, motor learningAbstract
Introduction and Objective: Physical education in secondary schools often faces low student engagement and limited contextual motor learning due to the dominance of technique-oriented instruction. This study aimed to compare the effectiveness of a game-based didactic strategy and a traditional technique-based approach in improving student engagement and motor learning outcomes.
Methodology: A quasi-experimental pre-test–post-test non-equivalent control group design was employed. The participants consisted of 56 Grade 10 students, divided into an experimental group (n = 29) and a control group (n = 27). The experimental group received game-based instruction, while the control group followed a traditional technique-oriented approach during a soccer unit. Student engagement was measured using a multidimensional questionnaire, and motor learning was assessed using the Game Performance Assessment Instrument (GPAI). Data were analyzed using paired-sample and independent-sample t-tests.
Results: Both groups showed significant improvements; however, the experimental group demonstrated significantly higher gains in student engagement, decision-making, skill execution, and support play (p < .05).
Conclusion: Game-based didactic strategies are more effective than traditional technique-oriented approaches in enhancing student engagement and contextual motor learning in physical education.
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