An analysis of the responsibility of physical education students depending on the
teaching methodology received
DAVID HORTIG.ELA-ALCAL.1; .NGEL P.REZ-PUEYO2; JOS. MONCADA-JIM.NEZ3
1Facultad de Humanidades y Educaci.n, Universidad de Burgos, SPAIN
2Facultad de Ciencias de la Actividad F.sica y del Deporte, Universidad de Le.n, SPAIN
3School of Physical Education and Sports, University of Costa Rica, COSTA RICA
Journal of Physical Education and Sport ® (JPES), 15(2), Art 31 pp.202 – 207, 2015
To determine the effects of two teaching methodologies on the student’s perceptions about responsibility in the evaluation of a physical education teaching unit. A pre-experimental design was used on 785 high-school students taught with two methodological approaches during a stunt unit: a) traditional method, and b) attitudinal method. Perceptions of responsibility were surveyed before and after the teaching unit. Student’s perception towards responsibility was similar between groups in the pre-test (p < 0.05). After intervention, the attitudinal group showed higher sense of responsibility in the evaluation (p = 0.011). The traditional methodology group perceived a different level of responsibility depending on the high-school institution (p = 0.011); while the attitudinal style group perceptions were influenced by the school-year (p = 0.038) and the number of students per class (p = 0.013). An attitudinal methodology implemented in a stunt unit in a Physical Education class directly influences the perception of students about responsibility in their evaluation.
Key words: responsibility, perception, physical education, teaching methods, attitudinal style, acrobatics.