Principios Didácticos desde los deportes alternativos: la voz de educadores que trabajan en espacios no formales
Loading...
Date
2026
Authors
Almonacid-Fierro, Alejandro
Becerra-Silva, Gabriela
Medina-Rojas, Gabriel
Pezoa-Fuentes, Paz
Merellano-Navarro, Eugenio
Oviedo-Silva, Francisco
Journal Title
Journal ISSN
Volume Title
Publisher
Servicio de Publicaciones. Universidad dde Murcia
Abstract
Las manifestaciones deportivas alternativas nacen de adaptaciones de las disciplinas tradicionales o
como ejercicio natural de creación e innovación, y se practican generalmente en lugares y espacios
poco convencionales, tanto al aire libre como en recintos cerrados. A pesar de su crecimiento, aún
son escasas las investigaciones desarrolladas que analicen al educador que orienta y facilita estas
disciplinas. El objetivo de este estudio fue conocer los principios didácticos de las manifestaciones
deportivas alternativas en espacios no formales desde la percepción de sus educadores. Se realizó un
estudio con enfoque cualitativo, de carácter fenomenológico-hermenéutico, en el que la muestra
estuvo compuesta por 9 educadores de 9 deportes alternativos. Para la recolección de datos se
implementó un guion adaptado de preguntas, previamente validado para este propósito, y el análisis
de la información se llevó a cabo en las etapas de transcripción, codificación y categorización. Los
resultados destacan las condiciones y particularidades del despliegue didáctico, así como sugerencias
metodológicas para su integración en espacios formales y su aporte a la formación integral,
principalmente en lo valórico. En conclusión, las condiciones en las que se desarrollan los deportes
alternativos son distintas a las de los deportes tradicionales y su incorporación en el ámbito educativo
puede constituir un complemento al currículum nacional, mientras que el despliegue didáctico de los
educadores emerge desde un escenario integral con un fuerte enfoque en la transmisión de valores.
Alternative sporting events arise from adaptations of traditional disciplines or as a result of natural processes of creativity and innovation. They are generally practiced in unconventional settings and spaces, both outdoors and indoors. Despite their growing popularity, there is still limited research on the role of educators who guide and facilitate these disciplines. The aim of this study was to explore the didactic principles of alternative sports events in non-formal spaces from the perspective of educators. A qualitative, phenomenological-hermeneutic study design was used. The sample consisted of nine educators from nine different alternative sports. An adapted interview script was developed and validated for this purpose. Data analysis was conducted in the following stages: transcription, coding, and categorisation. The findings highlight the conditions and specific characteristics of didactic implementation, methodological recommendations for integration into formal educational settings, and their contribution to holistic education, particularly in terms of values development. The conditions in which alternative sports are developed differ from those of traditional sports, and their inclusion in educational settings can serve as a complement to the national curriculum. The didactic practice of educators emerges from a holistic framework with a strong emphasis on value transmission.
Alternative sporting events arise from adaptations of traditional disciplines or as a result of natural processes of creativity and innovation. They are generally practiced in unconventional settings and spaces, both outdoors and indoors. Despite their growing popularity, there is still limited research on the role of educators who guide and facilitate these disciplines. The aim of this study was to explore the didactic principles of alternative sports events in non-formal spaces from the perspective of educators. A qualitative, phenomenological-hermeneutic study design was used. The sample consisted of nine educators from nine different alternative sports. An adapted interview script was developed and validated for this purpose. Data analysis was conducted in the following stages: transcription, coding, and categorisation. The findings highlight the conditions and specific characteristics of didactic implementation, methodological recommendations for integration into formal educational settings, and their contribution to holistic education, particularly in terms of values development. The conditions in which alternative sports are developed differ from those of traditional sports, and their inclusion in educational settings can serve as a complement to the national curriculum. The didactic practice of educators emerges from a holistic framework with a strong emphasis on value transmission.
Description
Keywords
Educator , Learner , Experience , Didactic Phenomenon , Deportes Alternativos , Educador , Educando , Fenómeno Didáctico , Alternative Sports
Citation
SPORT TK. Year 2026. Volume 15. Article 29
item.page.embargo
Collections
Ir a Estadísticas
Este ítem está sujeto a una licencia Creative Commons. http://creativecommons.org/licenses/by-nc-nd/4.0/