La práctica aleatoria frente a la enseñanza sin errores en el aprendizaje del putt de golf en adolescentes

  1. Gavala González, Juan 1
  2. Román Alconchel, Blanca 2
  3. Miranda León, Mª Teresa 3
  4. Fernández García, José Carlos 4
  1. 1 Universidad de Sevilla
    info

    Universidad de Sevilla

    Sevilla, España

    ROR https://ror.org/03yxnpp24

  2. 2 Departamento de Educación Física. Colegio Ave María, Granada (España),
  3. 3 Departamento de Estadística. Facultad de Medicina. Universidad de Granada
  4. 4 Departamento de Didáctica de las Lenguas, las Artes y el Deporte. Universidad de Málaga.
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Revista:
riccafd: Revista Iberoamericana de Ciencias de la Actividad Física y el Deporte

ISSN: 2255-0461

Año de publicación: 2023

Volumen: 12

Número: 3

Páginas: 103-123

Tipo: Artículo

DOI: 10.24310/RICCAFD.12.3.2023.17895 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: riccafd: Revista Iberoamericana de Ciencias de la Actividad Física y el Deporte

Resumen

El aprendizaje del putt de golf ha sido objeto de múltiples estudios, si bien en la franja de edad de la adolescencia apenas hay referencias de cómo plantear un proceso de aprendizaje que tenga el gradiente de desafío y la dificultad adecuada en contextos de aprendizaje en Educación Física (EF). Purpose: El objetivo de este estudio es investigar mediante una aproximación ecológica, si la práctica aleatoria (variabilidad) permite el aprendizaje del putt de golf en la iniciación deportiva al igual que el aprendizaje sin errores (repetitivo). Método: Han participado 46 estudiantes (M=13.8±.07años) de segundo curso de la enseñanza secundaria obligatoria (ESO), sin ninguna experiencia previa en este deporte. Se han tomado varias mediciones: a) pretest, b) tratamiento, consistente en siete bloques de práctica de 10 repeticiones, c) post-test y d) test de transferencia (dos semanas después del post-test). Resultados: Los datos nos indican que tanto el grupo de aprendizaje aleatorio (variabilidad) como el grupo de aprendizaje sin errores consiguen resultados parecidos tanto en el post-test (M=1,36, SD=0,32 vs M= 1,16 SD=0,30), como en el test de transferencia (M=2,56, SD=0,07 vs M=2,53, SD= 0,07). Conclusión: El aprendizaje de un gesto técnico tan complejo como es el putt de golf puede plantearse en estas edades y en la fase de iniciación tanto desde la variabilidad de la práctica como mediante la reducción del error y con una manifestación del nivel de aprendizaje parecido a corto y largo plazo.

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Fuente de los datos: Dialnet