Efectos del aprendizaje motor implícito y explícito del golf en escolares

  1. B. Román Alconchel
  2. María Teresa Miranda León 1
  3. José Carlos Fernández García 2
  1. 1 Universidad de Granada
    info

    Universidad de Granada

    Granada, España

    ROR https://ror.org/04njjy449

  2. 2 Universidad de Málaga
    info

    Universidad de Málaga

    Málaga, España

    ROR https://ror.org/036b2ww28

Revista:
Revista Internacional de Medicina y Ciencias de la Actividad Física y del Deporte

ISSN: 1577-0354

Año de publicación: 2021

Volumen: 21

Número: 83

Páginas: 573-589

Tipo: Artículo

DOI: 10.15366/RIMCAFD2021.83.010 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Revista Internacional de Medicina y Ciencias de la Actividad Física y del Deporte

Resumen

El objetivo de este estudio es investigar mediante una aproximación ecológica, si los métodos de aprendizaje motor implícitos permiten un mejor aprendizaje del swing completo y del swing medio (chipeo) de golf en la iniciación deportiva respecto a los tradicionales métodos de aprendizaje motor explícitos. Han participado 56 estudiantes (M=13.6±1.05 años) de segundo curso de enseñanza secundaria (ESO), sin ninguna experiencia previa en este deporte. Se han tomado tres mediciones: a) antes de la intervención didáctica, b) el pre-test de rendimiento motor en el centro escolar y c) el post-test de transferencia dos semanas después del pre-test) realizado en el campo de golf. En base a los resultados, el aprendizaje de un gesto técnico tan complejo como el swing completo y el swing medio (chipeo) en golf pueden plantearse como un contínuum entre el aprendizaje implícito y el explícito en estas edades en la fase de iniciación e integrando los aspectos positivos de uno y otro método.

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