Publication: Comparing sport education pedagogy in rural and urban schools: A qualitative approach
Authors
Lafuente Fernández, Juan Carlos ; Coto Lousas, José Amador ; Fernández Río, Francisco Javier ; Díaz Tejerina, David
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Publisher
Servicio de Publicaciones. Universidad de Murcia
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DOI
https://doi.org/10.6018/sportk.604601
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info:eu-repo/semantics/article
Description
Abstract
El presente estudio pretende observar si existen diferencias, entre entornos escolares urbanos y rurales, al aplicar una intervención basada en el modelo pedagógico de educación deportiva. Un conjunto de 26 alumnos y alumnas de sexto curso (15 de escuela urbana y 11 de escuela rural) participaron en la investigación. Tras el análisis de las preguntas abiertas que fueron propuestas al alumnado participante se observaron como aspectos positivos en la escuela urbana, la transferencia de la actividad fuera del aula y la similitud a una temporada formal en deportes profesionales. Como aspectos negativos, la afiliación y la competitividad, y como elementos más significativos de la intervención se señaló, nuevamente la competitividad y, la novedad. En la escuela rural se observaron, como aspectos positivos, la afiliación y la ayuda de los compañeros mayores. Como aspectos negativos, la meteorología y la competitividad, y como elementos más significativos la novedad y la posibilidad de construir su propio material y poder usarlo fuera del colegio. Se concluyó que las relaciones sociales experimentadas por los estudiantes de la escuela rural son más positivas que en la escuela urbana, y que la intervención se muestra como una estrategia efectiva en ambos entornos escolares.
The aim of this study was to observe whether there are differences between urban and rural school environments when applying an intervention based on the pedagogical model of sports education. A group of 26 sixth-grade students (15 from urban schools and 11 from rural schools) participated. After the analysis of the open questions that were proposed to the participating students, the transfer of the activity outside the classroom and the similarity to a formal season in professional sports were observed as positive aspects in the urban school. Affiliation and competitiveness were the negative aspects, and competitiveness were the most important elements of the intervention. In the rural school, affiliation and help from older classmates were observed as positive aspects. As negative aspects, the weather and competitiveness, and as the most significant elements the novelty and the possibility of building their own material and being able to use it outside the school. It was concluded that the social relationships experienced by students in rural schools are more positive than in urban schools and that the intervention is shown to be an effective strategy in both school environments.
The aim of this study was to observe whether there are differences between urban and rural school environments when applying an intervention based on the pedagogical model of sports education. A group of 26 sixth-grade students (15 from urban schools and 11 from rural schools) participated. After the analysis of the open questions that were proposed to the participating students, the transfer of the activity outside the classroom and the similarity to a formal season in professional sports were observed as positive aspects in the urban school. Affiliation and competitiveness were the negative aspects, and competitiveness were the most important elements of the intervention. In the rural school, affiliation and help from older classmates were observed as positive aspects. As negative aspects, the weather and competitiveness, and as the most significant elements the novelty and the possibility of building their own material and being able to use it outside the school. It was concluded that the social relationships experienced by students in rural schools are more positive than in urban schools and that the intervention is shown to be an effective strategy in both school environments.
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Citation
Sport TK, Vol.14, 2025
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