METHODOLOGICAL STRATEGIES FOR CURRICULAR INNOVATION IN THE TEACHING OF PHYSICAL CULTURE
Keywords:
Physical Education, methodological strategies, sports performance, pedagogical innovation, teacher perception, pedagogical modelsAbstract
DOI: https://doi.org/10.46296/yc.v10i19.0920
Abstract
This document analyzes the adoption of active learning methodologies in relation to the athletic performance variables of physical education teachers. A structured Likert-scale survey was administered to a total of 30 teachers, using a mixed-methods approach with a descriptive-correlational design. The survey explored the teachers' experiences with the application of active learning methodologies, focusing on two key factors: methodological implementation and perceptions of athletic performance assessment. The results show a moderate level of active learning methodologies, with some approaches considered traditional and others innovative. All approaches averaged in the first of the two elements considered in relation to performance. Similarly, a moderate positive correlation was found between the implementation of methodological strategies and students' perceptions of their performance, specifically regarding physical-technical performance. Cronbach's alpha coefficient was used to verify the reliability of the instrument. The main results show how methodological innovation can contribute to athletic performance, but that this depends on the type of teacher training, pedagogical leadership, and institutional resources. Therefore, the teachers' perceptions play a significant role in the application of innovative strategies in physical education within the educational context.
Keywords: Physical Education, methodological strategies, sports performance, pedagogical innovation, teacher perception, pedagogical models.
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