ANÁLISIS DEL EFECTO DE UN MODELO DE EVALUACIÓN RECÍPROCA SOBRE EL APRENDIZAJE DE LOS DEPORTES DE EQUIPO EN EL CONTEXTO ESCOLAR

Abstract

<p>&nbsp;</p><p class="titulo1" align="center"><strong>RESUMEN</strong></p> <p class="resumenyabstract">El objetivo de este trabajo consisti&oacute; en analizar el impacto de un modelo de evaluaci&oacute;n rec&iacute;proca en el aprendizaje de los alumnos en deportes de equipo en contexto escolar. La muestra estuvo compuesta por 48 alumnos divididos en un grupo experimental (24 sujetos) y un grupo control (24 sujetos) pertenecientes a dos cursos de 2&ordm; de la Ense&ntilde;anza Secundaria Obligatoria (ESO). La variable dependiente es aprendizaje alcanzado por los alumnos en los deportes de Baloncesto, Balonmano y F&uacute;tbol-sala en su conocimiento declarativo, la toma de decisi&oacute;n y la ejecuci&oacute;n motriz de las habilidades t&eacute;cnico-t&aacute;cticas. Para ello se utilizaron dos instrumentos adaptados del <em>Games Performance Assessment Instrument </em>(<em>GPAI</em>): un cuestionario para medir el conocimiento declarativo y un formato de campo para analizar a trav&eacute;s de la observaci&oacute;n la toma de decisiones y la ejecuci&oacute;n de las habilidades en situaciones de juego. En la comparaci&oacute;n entre el grupo experimental y el grupo control en el desarrollo de tres unidades did&aacute;cticas de Baloncesto, Balonmano y F&uacute;tbol-sala, el grupo experimental (aquel que realiz&oacute; la evaluaci&oacute;n rec&iacute;proca) mejor&oacute; significativamente m&aacute;s que el grupo control en todos los indicadores evaluados. La evaluaci&oacute;n rec&iacute;proca de los alumnos permiti&oacute; mejorar el aprendizaje en los deportes de equipo y parece constituirse como un instrumento de aprendizaje muy &uacute;til en la ense&ntilde;anza de la educaci&oacute;n f&iacute;sica&nbsp; <br /> <strong>Palabras Clave:</strong> <strong></strong>Evaluaci&oacute;n rec&iacute;proca, deportes de equipo, toma de decisi&oacute;n, ejecuci&oacute;n de habilidades, educaci&oacute;n f&iacute;sica.&nbsp;</p> <p class="tabulado" align="justify">&nbsp;</p> <p class="titulo1" align="center"><strong>ABSTRACT</strong></p> <p class="resumenyabstract">Evaluating students&acute; performance in team sports at school is a problem many investigators have faced. Our study has aimed to build, to apply and to verify the effectiveness, in students&acute; learning, an adaptation of the Assessment Process of Performance in team sports (GPAI), created by Oslin, Mitchell and Griffin (1998) to be used in the Physical Education subject at school. The sample consisted of 48 pupils divides into an experimental group (24 pupils) and a control group (24 pupils) belonging to the second year of the Ense&ntilde;anza Secundaria Obligatoria (ESO). The dependent variable was the performance obtained by pupils in their declarative knowledge, general game performance decision making and skill execution. As assessment instruments were used the written questionnaire, to evaluate pupils&acute; declarative knowledge and the observation of pupils&acute; performance in a game situation by a team of three experts to check the levels of qualify in decision making and the skill execution. Analysing the information differences were found in the results of an experimental group and a control group. The experimental group of pupils has been submitted to an observation program of their peer&acute; performance in game. We can verify statistically significant differences in the results of both groups in the following aspects: declarative knowledge, general game performance decision making and skill execution. These results achieved in the final evaluation were better in the experimental group.<br /> <strong>Key Words: </strong><strong>&nbsp;</strong>Assessment, Physical Education, peer&acute; assessment, decision making, skill execution, team sports.</p>