Use of Different Teaching Strategies During the Practical Teaching of Weightlifting in the Sports Science Degree

  1. Á. Carnero-Díaz 1
  2. A. Lara-Bocanegra 1
  3. A. Muñoz-Llerena 1
  4. V. Alcaraz-Rodríguez 1
  1. 1 Universidad de Sevilla
    info

    Universidad de Sevilla

    Sevilla, España

    ROR https://ror.org/03yxnpp24

Revista:
Education, Sport, Health and Physical Activity (ESHPA): International Journal

ISSN: 2603-6789

Año de publicación: 2023

Volumen: 7

Número: 2

Páginas: 149-160

Tipo: Artículo

DOI: 10.5281/ZENODO.8188648 DIALNET GOOGLE SCHOLAR lock_openDIGIBUG editor

Otras publicaciones en: Education, Sport, Health and Physical Activity (ESHPA): International Journal

Resumen

Introducción: La enseñanza de movimientos olímpicos es un proceso difícil debido a la naturaleza del propio movimiento. Las diferentes estrategias de enseñanza tienen características singulares modulando el aprendizaje. Objetivos: El objetivo de este estudio es hacer una prueba piloto para comparar la influencia de diferentes tipos de instrucción en la enseñanza de este tipo de levantamientos. Métodos: 35 alumnos, fueron evaluados. Un grupo recibió instrucciones relacionadas con estrategias de enseñanza implícitas y el otro fue instruido a través de estrategias de enseñanza explícitas. El movimiento de arrancada fue el contenido principal de la sesión. Fueron valoradas las respuestas afectivas y la mejora en el rendimiento del ejercicio. Resultados y discusión: Los resultados muestran que las instrucciones implícitas generaron una carga mental para entender de 2,71, 2,71 para conseguir el objetivo y una mejora en el rendimiento de la tarea del 32,2%. Las instrucciones explícitas consiguieron unos resultados de 3,14, 3,76 y 15,8% respectivamente. Conclusiones: Las instrucciones implícitas aportaron mayores mejoras en el rendimiento de la tarea, así como unas respuestas afectivas mejores durante el aprendizaje técnico de la arrancada de halterofilia. Entrenadores y profesores pueden apoyarse en este tipo de estrategias de enseñanza como alternativa a la enseñanza tradicional con alto conocimiento explícito

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