Examinando por Autor "Gil-Arias, Alexander"

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Análisis del efecto de un programa de Aprendizaje-Servicio sobre el rendimiento académico, la motivación y el emprendimiento social en estudiantes de la asignatura Iniciación al Voleibol
(Dykinson, 2024) Claver, Fernando; Luque-Casado, Antonio; Mayo, Xián; Gil-Arias, Alexander; Jiménez-Saiz, Sergio; González-Ródenas, Joaquín
El Aprendizaje-Servicio (ApS) como metodología innovadora que combina la adquisición de competencias por parte del estudiante con la prestación de un servicio a la comunidad tiene un recorrido limitado en las Ciencias de la Actividad Física y del Deporte. El objetivo del trabajo fue analizar el efecto de un programa ApS sobre el rendimiento académico, la motivación y el emprendimiento social de alumnos universitarios. Se planteó un diseño cuasiexperimental con un grupo experimental (N = 16) y un grupo control (N = 18). Los alumnos del grupo experimental aplicaron tres sesiones de enseñanza de voleibol playa (aprendizaje) a un grupo de adolescentes en riesgo de exclusión social (servicio). Se reportaron valores significativamente superiores en las calificaciones, la motivación intrínseca y el emprendimiento social de los alumnos del grupo experimental tras la aplicación del programa. El ApS tuvo una influencia positiva en los alumnos participantes, pudiendo ser atribuida a la aplicación de las competencias profesionales en un contexto real.
Autonomy support, motivational climate, enjoyment and perceived competence in physical education: Impact of a hybrid teaching games for understanding/sport education unit
(Sage, 2020-02) Gil-Arias, Alexander; Claver, Fernando; Práxedes, Alba; Del Villar, Fernando
The purpose of the study was to investigate the impact of a hybrid teaching games for understanding (TGfU) and sport education (SE) physical education unit on autonomy support, perceived motivational climate, enjoyment and perceived competence, in comparison to a unit delivered via a traditional direct instruction model. A crossover design was utilized. Participants were 55 students divided into two groups. One group experienced a hybrid TGfU/SE unit first, followed by a unit of direct instruction. A second group experienced the units in the opposite order. The hybrid unit was designed according to the characteristics of SE (e.g. formal competition, seasons, team identity, roles, etc.) and learning tasks were designed to integrate the pedagogical principles of TGfU. Dependent variables were measured using validated questionnaires. Results showed that regardless of the order of intervention, students in the two groups reported significantly higher mean scores in interest in athletes’ input, praise for autonomous behavior, perceived competence, and enjoyment when they were taught using the hybrid TGfU/SE unit. The results demonstrate some initial evidence that a teacher’s employment of a hybrid TGfU/SE unit can encourage students to assume responsibilities and make independent decisions, which leads to them reporting greater enjoyment and perceived competence when compared to physical education lessons delivered via a traditional direct instruction model.
Autonomy, motivational climate, enjoyment and competence in physical education: Effect of a hybrid TGfU/SE unit.
(Sage Publications LTD, 2020-01-10) Gil-Arias, Alexander; Claver, Fernando; Práxedes, Alba; del Villar, Fernando; Harvey, Stephen
The purpose of the study was to investigate the impact of a hybrid teaching games for understanding (TGfU) and sport education (SE) physical education unit on autonomy support, perceived motivational climate, enjoyment and perceived competence, in comparison to a unit delivered via a traditional direct instruction model. A crossover design was utilized. Participants were 55 students divided into two groups. One group experienced a hybrid TGfU/SE unit first, followed by a unit of direct instruction. A second group experienced the units in the opposite order. The hybrid unit was designed according to the characteristics of SE (e.g. formal competition, seasons, team identity, roles, etc.) and learning tasks were designed to integrate the pedagogical principles of TGfU. Dependent variables were measured using validated questionnaires. Results showed that regardless of the order of intervention, students in the two groups reported significantly higher mean scores in interest in athletes’ input, praise for autonomous behavior, perceived competence, and enjoyment when they were taught using the hybrid TGfU/SE unit. The results demonstrate some initial evidence that a teacher’s employment of a hybrid TGfU/SE unit can encourage students to assume responsibilities and make independent decisions, which leads to them reporting greater enjoyment and perceived competence when compared to physical education lessons delivered via a traditional direct instruction model.
Effect of a hybrid teaching games for understanding/sport education unit on elementary students’ self-determined motivation in physical education
(SAGE Publications, 2021-05-01) Gil-Arias, Alexander; Harvey, Stephen; García-Herreros, Francisco; González-Víllora, Sixto; Práxedes, Alba; Moreno, Alberto
Effects of a Nonlinear Pedagogy intervention program on the emergent tactical behaviors of youth footballers.
(Routledge, 2019-02-14) Práxedes, Alba; del Villar, Fernando; Moreno, Alberto; Gil-Arias, Alexander; Davids, Keith
Purpose: This study analysed the effects of a training intervention programme using principles of Non-Linear Pedagogy (NLP) on the decision making (DM) and performance behaviours (P) of youth footballers. Method: 19 footballers (U12 yrs) participated in 14 training sessions, spread over three phases: Pre-intervention, Intervention, Retention. The intervention was based on Small-Sided and Conditioned Games. We assessed progress during the intervention phase at two different points: intermediate and final. The GPET instrument was used to analyse the DM and P during the completion of 3208 passes in the intervention. Results: Results shown significant improvements in the DM and P after the intermediate and final points of the acquisition phase. Moreover, significantly higher values were also obtained in both variables in the retention, compared to the pre-intervention phase. Conclusion: Results indicated that the NLP intervention programme was effective in improving both aspects of team games performance in youth players, with effects consolidated over time
Effects of teaching games for understanding on tactical knowledge development in middle school physical education
(Pitesti University publishing house, 2020-05-30) Stephen, Harvey; Gil-Arias, Alexander; Claver, Fernando
In contrast to the traditional direct instruction pedagogical model, the teaching games for understanding (TGfU) model emphasizes the development of cognitive factors (i.e. tactical knowledge and decision-making) in the development of sport expertise. However, despite some TGfU-focused investigations demonstrating some positive learning outcomes for students, especially in terms of developing their tactical knowledge, more empirical support for TGfU is warranted. Consequently, the purpose of the study was to examine the effects of a TGfU soccerunit on the tactical knowledge developmentof middle school physical education (PE) students. Participants were 12 sixth grade students (n = 6 female) selected from four middle school PE classeswho participated in a TGfU soccer unit taught by the lead authorand teacher fidelity was established.A pre-test/middle-test/post-test quasi-experimental design was employed. A verbal protocol analysis (VPA) technique was applied to assess potential developments in students’ tactical knowledge across the duration of the unit and was undertaken by participants acting like an ESPN sports announcer, providing live in-situ commentary on the activities of one player as they participated in the game. The interview commentaries were transcribed and coded using established protocolsat three levels of analysis: conceptual content, conceptual sophistication, and conceptual structure. The Wilcoxon signed-rank test was applied to contrast the differences between the measurements conducted (pre-mid-post). Findings confirmed the effectiveness of the TGfU unit in developing adaptations to long-term memory that improved the quality of the students’ tactical knowledge at all three levels of analysis (conceptualcontent, sophistication, and structure). Given our results, we emphasize the need to use pedagogical models such as TGfU to increase students’ capacity to evaluate game situations and develop their tactical reasoning
MODELFIT: Intervención multinivel para la promoción de hábitos físicamente activos entre los escolares
(INDE Publicaciones, 2023) Gil-Arias, Alexander; Morante, Oscar; Claver, Fernando; Alonso, Jose Ignacio
Motivation, Discipline, and Academic Performance in Physical Education: A Holistic Approach From Achievement Goal and Self-Determination Theories
(Frontiers, 2020-07-31) Claver Rabaz, Fernando; Martínez-Aranda, Luis Manuel; Conejero, Manuel; Gil-Arias, Alexander
The analysis of disciplined behaviors and academic performance in a school context has become one of the main concerns within the educational community. Physical Education is highlighted as a key subject to analyze students’ behavior. Researchers and Physical Education teachers are interested on the motivational processes that predict positive student outcomes in order to support them. Thus, the main purpose was to determine a predictive model of disciplined behaviors and academic performance in Physical Education students. The Achievement Goal Theory and Self-Determination Theory acted as the theoretical framework. A total of 919 Spanish secondary school students participated in the study. The studied variables were task-oriented motivational climate, basic psychological needs, autonomous motivation, disciplined behavior, and academic performance. Data collection included Spanish validated questionnaires. The Mplus statistical program was used to perform a structural equation model of prediction. It included antecedents (task-oriented climate), motivational processes (basic psychological needs and autonomous motivation), and consequences (disciplined behavior, Physical Education and overall students’ performance). The results revealed that positive outcomes (discipline and academic performance in Physical Education) were positively predicted by autonomous motivation; autonomous motivation was positively predicted by basic psychological needs and these, in addition, by the task-oriented climate. The results highlighted the importance of the task-oriented motivational climate and the mediating role of the basic psychological needs and autonomous motivation in order to generate these positive student outcomes in Physical Education. This study could be a useful resource for teachers, since it offers the motivational variables that lead students to achieve disciplined behaviors and academic performance in Physical Education. Intervention programs based on the results of the present study could be applied in Physical Education classes in order to obtain better behavioral as well as cognitive positive student outcomes.