Diferencia en el Aprendizaje del Baloncesto según el Género y Metodología de Enseñanza

  1. González-Espinosa, Sergio 1
  2. Mancha-Triguero, David 1
  3. García-Santos, David 1
  4. Feu, Sebastián 2
  5. Ibáñez, Sergio José 1
  1. 1 Facultad de Ciencias del Deporte. Universidad de Extremadura
  2. 2 Facultad de Educación. Universidad de Extremadura
Zeitschrift:
Revista de psicología del deporte

ISSN: 1132-239X,  1988-5636

Datum der Publikation: 2019

Titel der Ausgabe: Congreso Ibérico de Baloncesto

Ausgabe: 28

Nummer: 3

Seiten: 86-92

Art: Artikel

DIALNET GOOGLE SCHOLAR lock_openOpen Access editor

Andere Publikationen in: Revista de psicología del deporte

Zusammenfassung

The aim of this study was to analyze the differences in basketball learning according to the teaching-learning methodology and the gender of the students. The sample consisted of 85 schoolchildren, 45.26% boys and 54.74% girls, divided into two groups of fifth and sixth Primary Education. An intervention program was applied to each group, to a group under a Tactical Game Approach methodology (n = 42) and to another under a Direct Instruction methodology (n = 41). Both intervention programs were designed and validated previously by a panel of experts. The Instrument for the Measurement of Learning and Performance in Basketball was used as an evaluation tool. Descriptive analyzes were carried out to characterize the sample and the t test of independent samples to compare gender according to the teaching methodology in the pretest and the posttest. The results show improvements in both genders in the students of the TGB program. The performance of the male and female students in the pretest did not differ according to the method. After carrying out the intervention programs, the male and female students of the TGB program differ significantly and with a large effect size of their counterparts in the DIB program. It stands out that in the feminine gender there are even more differences than between the programs of the masculine gender after having finished the program of intervention as for example yield of decision making (p ≤ .01), of efficiency and technical execution (p ≤ .05), and total performance indicator (p ≤ .05).

Bibliographische Referenzen

  • Astordubin, L., y Hammen, C. (1984). Cognitive versus behavioral coping responses of men and women - a brief report. Cognitive Therapy and Research, 8(1), 85-90.
  • Ato, M., Lopez, J. J., y Benavente, A. (2013). A classification system for research designs in psychology. Anales De Psicologia, 29(3), 1038-1059.
  • Cañadas, M., Ibáñez, S. J., Feu, S., García-Rubio, J., y Parejo, I. (2011). Análisis de los medios de entrenamiento en un equipo minibasket y la influencia de un programa formativo para el entrenador. Un estudio de caso. Ágora para la educación física y el deporte, 3(13), 363-382.
  • Chatzopoulos, D., Drakou, A., Kotzamanidou, M., y Tsorbatzoudis, H. (2006). Girls’ soccer performance and motivation: Games vs technique approach. Perceptual and Motor Skills, 103(2), 463-470. doi:10.2466/pms.103.2.463-470
  • Field, A. (2009). Discovering Statistics Using SPSS. London: SAGE Publications Ltd.
  • Gonzalez-Espinosa, S., Feu Molina, S., Garcia-Rubio, J., Antunez Medina, A., y Garcia-Santos, D. (2017). Differences in learning according to the teaching method in basketball. Revista De Psicologia Del Deporte, 26, 65-70.
  • Gonzalez-Espinosa, S., Ibanez, S. J., y Feu, S. (2017). Design of two basketball teaching programs in two different teaching methods. E-Balonmano Com, 13(2), 131-152.
  • González-Espinosa, S., Ibánez, S. J., Feu, S., y Galatti, L. R. (2017). Intervention programs for sports education in the school context, PETB and PEAB: Preliminary study. Retos-Nuevas Tendencias En Educacion Fisica Deporte Y Recreacion, 31, 107-113.
  • Gray, S., y Sproule, J. (2011). Developing pupils’ performance in team invasion games. Physical Education and Sport Pedagogy, 16(1), 15-32. doi:10.1080/17408980903535792 Hardin, M., y Greer, J. D. (2009). The Influence of Gender-role Socialization, Media Use and Sports Participation on Perceptions of Gender-Appropriate Sports. Journal of Sport Behavior, 32(2), 207-226.
  • Koivula, N. (2001). Perceived characteristics of sports categorized as gender-neutral, feminine and masculine. Journal of Sport Behaviour, 24(4), 377-393.
  • Martínez, S., y Ibáñez, S. J. (2016). Diseño y validación de un instrumento para la medida del aprendizaje y el rendimiento en baloncesto (IMARB). Master, Universidad de Extremadura, Cáceres
  • Mesquita, I., Farias, C., y Hastie, P. (2012). The impact of a hybrid Sport Education-Invasion Games Competence Model soccer unit on students’ decision making, skill execution and overall game performance. European Physical Education Review, 18(2), 205-219. doi:10.1177/1356336x12440027
  • Metzler, M. W. (2011). Instructional models for physical education. Scottsdale, Arizona: Holocomb Hathaway.
  • Mitchell, S. A., Oslin, J. L., y Griffin, L. L. (1997). Teaching sport concepts and skills: A Tactical Game Approach. Leeds, United Kingdom: Human Kinetics.
  • Nathan, S., y Haynes, J. (2013). A move to an innovative games teaching model: Style E Tactical (SET). Asia-Pacific Journal of Health, Sport & Physics Education, 4(3), 287-302.
  • Pereira, J., Araujo, R., Farias, C., Bessa, C., y Mesquita, I. (2016). Sport Education and Direct Instruction Units: Comparison of Student Knowledge Development in Athletics. Journal of Sports Science and Medicine, 15(4), 569-577.
  • With-Nielsen, N., y Pfister, G. (2011). Gender constructions and negotiations in physical education: case studies. Sport, education and society, 16(5), 645-664
Fuente de los datos: Dialnet