Contrary to researchers’ current focus on individual motor skill learning, in institutional settings motor skill learning is often taught in groups. In settings such as physical education and sports, there is not only the interaction between teacher and learner (as in research), but also the many interactions between the learners in the group. In this paper, we discuss the pitfalls of applying research findings without taking into account the different dynamics that the interactions between group members bring about. To this end, we especially discuss implicit motor learning and self-controlled feedback, as these have recently be hailed as being particularly effective for increasing motor skill and self-efficacy. Proposals are provided to adopt these methods for motor skill learning in groups. This is not only relevant for practitioners in physical education and sports, but also establishes an agenda for research.

Resumen

A diferencia del enfoque actual de los investigadores sobre aprendizaje de habilidades motrices en contextos institucionales tales como la educación físca y los deportes, el aprendizaje motor se enseña frecuentemente en grupos. En estos contextos no solo hay interacción entre el profesor y el alumno (como en el caso de la investigación), sino que también se producen numerosas interacciones entre los alumnos en el seno del grupo. En este artículo se discuten las dificultades en la aplicación de los resultados de estas investigaciones cuando no se tienen en cuenta las diferentes dinámicas que surgen entre los miembros del grupo. Con este fin, expresamente centramos la atención en el aprendizaje motor implícito y el feedback autorregulado, ya que éste ha sido destacado por ser especialmente eficaz para el aumento de las habilidad motriz y la percepción de autoeficacia. Se ofrecen propuestas para la adopción de estos métodos para el aprendizaje de habilidades motrices en grupo. Esto no solo es relevante para los profesionales de la educación física y el deporte, sino que sirve para establecer una nueva línea de investigación.

http://dx.doi.org/10.5232/ricyde2015.03903

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