El objetivo principal del estudio fue comprobar el efecto de una unidad didáctica del Modelo de Educación Deportiva en Educación Física sobre la deportividad y los niveles de actividad física habitual en estudiantes de Educación Secundaria. Un total de 114 estudiantes (62 varones y 52 mujeres) de cuatro clases (dos de segundo y dos de cuarto) de Educación Secundaria Obligatoria se asignaron aleatoriamente por clases al grupo Tradicional (metodología basada en la instrucción directa) o al grupo Educación Deportiva (Modelo de Educación Deportiva). Ambos grupos participaron en 12 sesiones de Educación Física (2 sesiones por semana). Los resultados del Modelo Lineal Multinivel mostraron que el programa de Educación Deportiva mejoró la participación de la deportividad de los estudiantes. Sin embargo, no hubo diferencias significativas en el resto de las dimensiones de deportividad ni sobre los niveles de actividad física habitual de los escolares. En conclusión, el Modelo de Educación Deportiva mejora la voluntad de participación de los estudiantes en competiciones deportivas, pero no mejora el resto de dimensiones de la deportividad ni los niveles de práctica de actividad física.

Abstract

The main purpose of the study was to assess the effect of a Sport Education teaching unit in Physical Education on sportsmanship and habitual physical activity levels in secondary education students. A total of 114 students (62 boys and 52 girls) from four classes (two from second degree and two from the fourth degree) of compulsory secondary education were randomly assigned by classes to the Traditional group (methodology based on direct instruction) or the Sport Education group (Sport Education model). Both groups participated in 12 sessions of Physical Education (two sessions per week). The Multilevel Linear Model results showed that the Sport Education program improved the participation in the students’ sportsmanship. However, there were no significant differences in the rest of the dimensions of sportsmanship nor on the students' habitual physical activity levels. In conclusion, the Sports Education Model improves the students' willingness to participate in sports competitions, but it did not improve the rest of the dimensions of sportsmanship or the students' physical activity levels.

https://doi.org/10.5232/ricyde2020.06005

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