Pedagogical competencies in physical activity and health with experimental teaching for elementary education teachers
Keywords:
pedagogical competencies, experimental teaching, physical activity and health, elementary educationAbstract
Introduction: To acquire a set of knowledge, skills, attitudes, and dispositions to plan, conduct, evaluate, and reflect on innovative teaching-learning processes, focused on body movement and the promotion of comprehensive well-being; active methodologies that optimize performance must be used, for which it is useful to implement an experimental teaching.
Objective: To determine how a methodology based on experimental teaching influences pedagogical competencies in physical activity and health in elementary education teachers.
Methods: A sufficient sample of elementary school teachers (n=80) was studied, classified into two homogeneous, independent groups (experimental: n=40; control: n=40). The experimental group was intervened with an experimental educational strategy compared to a traditional model applied to the control group (intervention: 6 weeks; two weekly sessions: 90 min.
Results: Both groups improved significantly in five dimensions of analysis (p<0.05), although the experimental group presented better positive ranges. Intergroup-wise, the experimental group presented significant improvements (p<0.05) compared to the control group, which included de dimensions pedagogical competence, observation, experience, conceptualization and experimentation.
Conclusions: Empirically, there is evidence of effectiveness in experimental instruction as a tactic for the development of pedagogical skills in the field of physical activity and health, which supports its inclusion as a key element in the initial and continuous teacher training programs.
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Copyright (c) 2025 Felipe Douglas Barén-Zambrano, Juana María Cruz-Montero
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