Métodos de enseñanza en los deportes colectivos: de los modelos tradicionales a los modelos ecológicos.

Autores/as

  • Javier Madrid Pedreño SPAA; FC Cartagena SAD

DOI:

https://doi.org/10.17561/jump.n11.9664

Palabras clave:

iniciación deportiva, enseñanza-aprendizaje, deportes colectivos

Resumen

El objetivo de este artículo es examinar la evolución de los métodos de enseñanza en los deportes colectivos, trazando una progresión desde los modelos tradicionales mecanicistas, centrados en la repetición mecánica, hasta los enfoques ecológicos contemporáneos que enfatizan la interacción dinámica entre jugador, entorno y tarea. Se realiza una revisión bibliográfica, en la que se analizan tanto los modelos conductistas como los cognitivo-constructivistas, destacando la creciente relevancia de este último enfoque, que sitúa el juego y la toma de decisiones en el centro del proceso de enseñanza-aprendizaje. En este contexto, se revisan tanto los modelos pedagógico-deportivos específicos clásicos como el Teaching Games for Understanding (TGfU), que promueve el desarrollo de la conciencia táctica a través de juegos modificados y simplificados, como los modelos contemporáneos basados en las teorías ecológico-dinámicas, tales como la Nonlinear Pedagogy (NLP) y el Constraints-Led Approach (CLA), resaltando su enfoque en la auto-organización, la manipulación de restricciones y la creación de entornos ricos en affordances para fomentar el aprendizaje adaptativo y el desarrollo del jugador. Así, los modelos ecológico-dinámicos, centrados en la manipulación de las reglas y de los constreñimientos en las tareas, permiten desarrollar niveles altos de variabilidad, implicando cognitivamente al sujeto y enriqueciendo así el desarrollo físico, técnico, táctico, psicológico y social de los jóvenes. Como conclusión, destacar que la comprensión de estos modelos y sus implicaciones prácticas es crucial para optimizar el proceso de enseñanza-aprendizaje en el contexto de los deportes colectivos, influyendo directamente en la motivación, autonomía, toma de decisiones y rendimiento de los jóvenes deportistas.

Referencias

Alcalá, D., & Garijo, A. (2017). Teaching games for understanding: A comprehensive approach to promote student’s motivation in physical education. Journal of human kinetics, 59(1), 17-27. https://doi.org/10.1515/hukin-2017-0144

Araujo, D., & Davids, K. (2015). Towards a theoretically-driven model of correspondence between behaviours in one context to another: Implications for studying sport performance. International Journal of Sport Psychology, 46(6), 745-757. https://doi.org/10.7352/IJSP 2015.46

Araújo, D., Davids, K., & Hristovski, R. (2006). The ecological dynamics of decision making in sport. Psychology of sport and exercise, 7(6), 653-676. https://doi.org/10.1016/j.psychsport.2006.07.002

Araújo, D., Davids, K., & Renshaw, I. (2020). Cognition, emotion and action in sport: An ecological dynamics perspective. In G. Tenenbaum, R. C. Eklund, & N. Boiangin (Eds.), Handbook of sport psychology: Social perspectives, cognition, and applications (4th ed., pp. 535–555). John Wiley & Sons, Inc.. https://doi.org/10.1002/9781119568124.ch25

Araújo, D., Hristovski, R., Seifert, L., Carvalho, J., & Davids, K. (2019). Ecological cognition: expert decision-making behaviour in sport. International Review of Sport and Exercise Psychology, 12(1), 1-25. https://doi.org/10.1080/1750984X.2017.1349826

Barron, B., & Darling-Hammond, L. (2008). Teaching for Meaningful Learning: A Review of Research on Inquiry-Based and Cooperative Learning. California: George Lucas Educational Foundation.

Blázquez, D. (1995). Métodos de enseñanza de la práctica deportiva. La iniciación deportiva y el deporte escolar. Barcelona: Inde publicaciones.

Blázquez, D., Barrachina, J., Blández, J., Camerino, O., Castañer, M., Rubio, L., & Sebastiani, E. (2020). Métodos de enseñanza en Educación Física. Enfoques innovadores para la enseñanza de competencias. Barcelona: Inde.

Bunker, D., & Thorpe, R. (1982). A model for the teaching of games in secondary schools. Bulletin of Physical Education, 18, 5-8.

Burton, D., Gillham, A. D., & Hammermeister, J. (2011). Competitive engineering: Structural climate modifications to enhance youth athletes' competitive experience. International journal of sports science & coaching, 6(2), 201-217. https://doi.org/10.1260/1747-9541.6.2.201

Burton, D., O'Connell, K., Gillham, A. D., & Hammermeister, J. (2011). More cheers and fewer tears: examining the impact of competitive engineering on scoring and attrition in youth flag football. International Journal of Sports Science & Coaching, 6(2), 219-228. https://doi.org/10.1260/1747-9541.6.2.

Butler, J. (2016). We are what we teach: TGfU as a complex ecological situation. Research Quarterly for Exercise and Sport, 87(S1), S2. https://doi.org/10.1080/02701367.2016.1200402

Button, C., Seifert, L., Chow, J. Y., Davids, K., & Araujo, D. (2020). Dynamics of skill acquisition: An ecological dynamics approach. New York: Human Kinetics.

Carpenter, E. J. (2010). The tactical games model sport experience: An examination of student motivation and game performance during an ultimate frisbee unit. Massachusetts: University of Massachusetts Amherst.

Chang, C.W. (2009). Langage, pensée et action: approche sémio-constructiviste des apprentissages du jeu en basket-ball chez l’élève de CM2. (Unpublished doctoral dissertation). University of Franche-Comté, Besançon (France).

Chow, J. (2013). Nonlinear Learning Underpinning Pedagogy: Evidence, Challenges, and Implications. Quest, 65(4), 469-484. https://doi.org/10.1080/00336297.2013.807746

Chow, J. Y., Davids, K., Button, C., Shuttleworth, R., Renshaw, I., & Araújo, D. (2006). Nonlinear pedagogy: a constraints-led framework for understanding emergence of game play and movement skills. Nonlinear Dynamics, Psychology, and Life Sciences, 10(1), 71-81.

Chow, J. Y., Shuttleworth, R., Davids, K., & Araújo, D. (2019). Ecological dynamics and transfer from practice to performance in sport. In Skill acquisition in sport, (330-344). London: Routledge.

Chu, T. L., & Zhang, T. (2018). Motivational Processes in Sport Education Programs among High School Students: A Systematic Review. European Physical Education Review, 24(3), 372-394. https://doi.org/10.1177/1356336X1775123

Cocca, A., Carbajal Baca, J. E., Hernández Cruz, G., & Cocca, M. (2020). Does a Multiple-Sport Intervention based on the TGfU pedagogical model for Physical Education increase physical fitness in primary school children? International Journal of Environmental Research and Public Health, 17(15), 5532. https://doi.org/10.3390/ijerph17155532

Cordovil, R., Araújo, D., Davids, K., Gouveia, L., Barreiros, J., Fernandes, O., & Serpa, S. (2009). The influence of instructions and body-scaling as constraints on decision-making processes in team sports. European journal of sport science, 9(3), 169-179. https://doi.org/10.1080/17461390902763417

Correia, V., Carvalho, J., Araújo, D., Pereira, E., & Davids, K. (2019). Principles of nonlinear pedagogy in sport practice. Physical education and sport pedagogy, 24(2), 117-132. https://doi.org/10.1080/17408989.2018.1552673

Côté, J., & Vierimaa, M. (2014). The developmental model of sport participation: 15 years after its first conceptualization. Science & sports, 29, S63-S69. https://doi.org/10.1016/j.scispo.2014.08.133

Courel-Ibáñez, J., McRobert, A. P., Toro, E. O., & Vélez, D. C. (2017). Collective behaviour in basketball: a systematic review. International Journal of Performance Analysis in Sport, 17(1-2), 44-64. https://doi.org/10.1080/24748668.2017.1303982

Davids, K., Button, C., & Bennett, S. (2008). Dynamics of skill acquisition: A constraints-led approach. New York: Human kinetics.

Davids, K., Button, C., Araújo, D., Renshaw, I., & Hristovski, R. (2006). Movement models from sports provide representative task constraints for studying adaptive behavior in human movement systems. Adaptive behaviour, 14(1), 73-95. https://doi.org/10.1177/105971230601400103

Davids, K., Chow, J. Y., & Shuttleworth, R. (2005). A constraints‑based framework for nonlinear pedagogy in physical education. Journal of Physical Education, 38(1), 17.

Davis, B., & Sumara, D. (2003). Why aren't they getting this? Working through the regressive myths of constructivist pedagogy. Teaching Education, 14(2), 123-140.

Den Duyn, N. (1997). Game Sense. Developing thinking players. Canberra: Australian Sports Commission.

Dimmick, D. (2022). Evaluation of teaching games to understand how to improve the motivation levels of children with special needs. Journal of Physical Education and Sport, 22(4), 879-883. https://doi.org/10.7752/jpes.2022.04111

Dyson, B., Griffin, L., & Hastie, P. (2004). Sport education, tactical games, and cooperative learning: Theoretical and pedagogical considerations. Quest, 56(2), 226-240.

Evans, J, & Light, R. (2008). Coach development through collaborative action research: A rugby coach’s implemention of game sense pedagogy. Asian Journal of Exercise & Sports Science, 5(1), 31-37.

Fernández-Río, J., & Méndez-Giménez, A. (2016). El aprendizaje cooperativo: Modelo pedagógico para Educación Física. Retos. Nuevas Tendencias en Educación Física, Deporte y Recreación, (29), 201-206. https://doi.org/10.47197/retos.v0i29.38721

Fry, J. M., Tan, C. W. K., McNeill, M., & Wright, S. (2010). Children's perspectives on conceptual games teaching: A value-adding experience. Physical Education and Sport Pedagogy, 15(2), 139-158. https://doi.org/10.1080/17408980902813927

García-Angulo, A., Ortega-Toro, E., Giménez-Egido, J. M., García-Angulo, F. J., & Palao, J. M. (2020). Short-term effect of competition rule changes on collective effectiveness and self-efficacy in youth football players. Psychology of Sport and Exercise, 49, 101688. https://doi.org/10.1016/j.psychsport.2020.101688

García-López, L. M., & Kirk, D. (2021). Empowering children from socially vulnerable backgrounds through the use of roles in sport education. Sport, Education and Society. doi: 10.1080/13573322.2021.1897563

García-López, L., & Gutiérrez, D. (2016). Aprendiendo a enseñar deporte. Modelos de Enseñanza Comprensiva y Educación Deportiva. Barcelona: INDE.

Gaspar, V., Gil-Arias, A., Del Villar, F., Práxedes, A., & Moreno, A. (2021). How TGfU influence on students’ motivational outcomes in physical education? A study in elementary school context. International Journal of Environmental Research and Public Health, 18(10), 5407. https://doi.org/10.3390/ijerph18105407

Gil-Arias, A., Claver, F., Práxedes, A., Villar, F. D., & Harvey, S. (2020). Autonomy support, motivational climate, enjoyment and perceived competence in physical education: Impact of a hybrid teaching games for understanding/sport education unit. European Physical Education Review, 26(1), 36-53. https://doi.org/10.1177/1356336X18816997

Giménez, A. (1999). Modelos de enseñanza deportiva: análisis de dos décadas de investigación. Lecturas: Educación Física y Deportes, 4.

Giménez-Egido, J. (2021). Incidencia de la modificación reglamentaria en competición, sobre factores técnico-tácticos y físico-fisiológicos en tenistas sub-10. Tesis doctoral: Universidad de Murcia.

Godbout, P., & Gréhaigne, J. F. (2020). Revisiting the tactical-decision learning model. Quest, 72(4), 430-447. https://doi.org/10.1080/00336297.2020.1792953

Graça A., Musch E., & Mertens B. (2003). O Modelo de Competencia nos Jogos de Invasao: Proposta Metodologica Para o Ensino e Aprendizagem Dos Jogos Desportivos. In: Il Congreso Iberico De Baloncesto, Caceres, Spain, pp.27–29.

Gréhaigne, J. F., Wallian, N., & Godbout, P. (2005). Tactical-decision learning model and students' practices. Physical Education and Sport Pedagogy, 10(3), 255-269. https://doi.org/10.1080/17408980500340869

Griffin, L. L., Mitchell, S. A., & Oslin, J. L. (1997). Teaching sports concepts and skills: A tactical games approach. London: Human Kinetics Publishers (UK) Ltd.

Griffin, L., & Sheehy, D. (2013). Using the tactical games model to develop problem-solvers in physical education. In Critical inquiry and problem solving in physical education (pp. 33-48). London: Routledge.

Gubacs-Collins, K., & Olsen, E. (2010). Implementing a tactical games approach with sport education: A chronicle. Journal of Physical Education, Recreation & Dance, 81(3), 36-42. https://doi.org/10.1080/07303084.2010.10598447

Harvey, S. (2009). A study of interscholastic soccer players perceptions of learning with game sense. Asian Journal of Exercise & Sports Science, 6(1), 29-38. https://doi.org/10.1177/1356336X1561478

Harvey, S., & Jarrett, K. (2013). A review of the game-centred approaches to teaching and coaching literature since 2006. Physical Education & Sport Pedagogy, 19(3), 278–300. https://doi.org/10.1080/17408989.2012.754005

Harvey, S., Cope, E., & Jones, R. (2016). Developing questioning in game-centered approaches. Journal of Physical Education, Recreation & Dance, 87(3), 28–35. doi:10.1080/07303084.2015.1131212.

Harvey, S., Kirk, D., & O’Donovan, T. M. (2014). Sport education as a pedagogical application for ethical development in physical education and youth sport. Sport, Education and Society, 19(1), 41-62. https://doi.org/10.1080/13573322.2011.624594

Heft, H. (2012). Foundations of an ecological approach to psychology. In S. D. Clayton (Ed.), The Oxford handbook of environmental and conservation psychology (11–40).

Heft, H. (2020). Ecological psychology as social psychology? Theory & psychology, 30(6), 813-826. https://doi.org/10.1177/0959354320934545

Holt, J., Ward, P., & Wallhead, T. (2006). The transfer of learning from play practices to game play in young adult soccer players. Physical Education and Sport Pedagogy, 11(2), 101-118. https://doi.org/10.1080/17408980600708270

Hopper, T. (2002). Teaching games for understanding: The importance of student emphasis over content emphasis. Journal of Physical Education, Recreation & Dance, 73(7), 44-48. https://doi.org/10.1080/07303084.2002.10607847

Hristovski, R., Davids, K., Passos, P., & Araujo, D. (2012). Sport performance as a domain of creative problem solving for self-organizing performer-environment systems. The Open Sports Sciences Journal, 5(1), 26-35. https://doi.org/10.2174/1875399X01205010026

Jarrett, K., & Harvey, S. (2016). Similar, but not the same: Comparing the game based approaches of Teaching Games for Understanding (TGfU) and Game Sense. eJRIEPS, Ejournal de la recherche sur l’intervention en éducation physique et sport, (38). https://doi.org/10.4000/ejrieps.900

Johnson, D. W., Johnson, R. T., & Holubec, E. (1998). Cooperation in the classroom. Boston: ASCD.

Johnson, D. W., Johnson, R. T., & Holubec, E. J. (1999). El aprendizaje cooperativo en el aula. Buenos Aires: Paidós.

Johnson, D. W., Johnson, R. T., & Smith, K. A. (1998). Active learning: Cooperation in the college classroom. Edina: Interaction Book Company.

Jones, R., & Cope, E. (2011). Teaching games for understanding: An inclusive teaching model. Contemporary Issues in Physical Education: International Perspective (pp.122-141)s. Maidenhead: Meyer and Meyer Sport (UK) Limited.

Jones, R., Marshall, S., & Peters, D. M. (2010). Can we play a game now? The intrinsic benefits of TGfU. European Journal of Physical & Health Education: Social Humanistic Perspective, 4, 57-64.

Juárez-Pulido, M., Rasskin-Gutman, I., & Mendo-Lázaro, S. (2019). El Aprendizaje Cooperativo, una metodología activa para la educación del siglo XXI: una revisión bibliográfica. Revista Prisma Social, (26), 200-210.

Juliantine, T., & Setiawan, E. (2022). Effect of Tactical Game Models on Formation of Basic Techniques in Handball Players: Mixed Method. Physical Education Theory and Methodology, 22(3), 373-378. https://doi.org/10.17309/tmfv.2022.3.11

Kao, C. C. (2019). Development of team cohesion and sustained collaboration skills with the sport education model. Sustainability, 11(8), 2348. https://doi.org/10.3390/su11082348

Launder, A. (2001). Play practice: the games approach to teaching and coaching sports. Champaign: Human Kinetics.

Launder, A., & Piltz, W. (2013). Play practice: Engaging and developing skilled players from beginner to elite. Champaign: Human Kinetics.

Light, R. (2002). The social nature of games: Australian preservice primary teachersÍ first experiences of teaching games for understanding. European Physical Education Review, 8(3), 286-304. https://doi.org/10.1177/1356336X020083007

Light, R. (2006). Coaches' experiences of Game Sense: opportunities and challenges. Physical Education & Sport Pedagogy, 9(2), 115-131. https://doi.org/10.1080/1740898042000294949

Light, R. (2013). Positive Pedagogy for physical education and sport: Game Sense as an example. In Contemporary developments in games teaching (29-42). London: Routledge.

Light, R., & Evans, J. (2013). Dispositions of elite-level Australian rugby coaches towards game sense: characteristics of their coaching habitus. Sport, education and society, 18(3), 407-423. https://doi.org/10.1080/13573322.2011.593506

Light, R., & Fawns, R. (2003). Knowing the game: Integrating speech and action in games teaching through TGfU. Quest, 55(2), 161-176. https://doi.org/10.1080/00336297.2003.10491797

Light, R., & Tan, S. (2006). Culture, embodied experience and teachers’ development of TGfU in Australia and Singapore. European Physical Education Review, 12(1), 99-117. https://doi.org/10.1177/1356336X060606

Mahedero, P., Calderón, A., Arias-Estero, J., Hastie, P., & Guarino, A. (2015). Effects of Student Skill Level on Knowledge, Decision Making, Skill Execution and Game Performance in a Mini-Volleyball Sport Education Season. Journal of Teaching in Physical Education, 34. https://doi.org/10.1123/jtpe.2014-0061.

Méndez-Giménez, A., Martínez de Ojeda, D., & Valverde-Pérez, J. (2017). Inteligencia emocional y mediadores motivacionales en una temporada de Educación Deportiva sobre mimo. Ágora para la Educación Física y el Deporte, 19(1), 52-72. https://doi.org/10.24197/aefd.1.2017.52-72

Mesquita, I., Farias, C., & Hastie, P. (2012). The impact of a hybrid sport education–invasion games competence model soccer unit on students’ decision making, skill execution and overall game performance. European Physical Education Review, 18(2), 205-219. https://doi.org/10.1177/1356336X12440027

Metzler, M. (2017). Instructional models in physical education. London: Routledge.

Mitchell, S. A., Oslin, J. L., & Griffin, L. L. (2020). Teaching sport concepts and skills: A tactical games approach. Champaign: Human Kinetics.

Mitchell, S., Oslin, J., & Griffin, L. (2003). Sport foundations for elementary physical education: A tactical games approach. Champaign: Human Kinetics.

Mitchell, S., Oslin, J., & Griffin, L. (2006). Teaching sport concepts and skills: A tactical games approach. Champaign: Human Kinetics.

Mitchell, Stephen, Mitchell, S. A., Oslin, J., & Griffin, L. L. (2013). Teaching sport concepts and skills: A tactical games approach (3rd ed). Champaign: Human Kinetics.

Morales-Belando, M. T., & Arias-Estero, J. L. (2017). Influence of teaching games for understanding on game performance, knowledge, and variables related to adherence in youth sailing. Journal of Teaching in Physical Education, 36(2), 209-219. https://doi.org/10.1123/jtpe.2016-0024

Mosston, M., & Ashworth, S. (1986). Teaching physical education. OH: Merrill.

Ortega, E. (2006). La competición como medio formativo en baloncesto. Sevilla: Wanceluen, S.L.

Ortega, E., Olmedilla, A., de Baranda, P. S., & Gómez, M. Á. (2009). Relationship between the level of self-efficacy, performance indicators, and participation in youth basketball. Revista de Psicologia del deporte, 18(3), 337-342.

Orth, D., van der Kamp, J., & Button, C. (2019). Learning to be adaptive as a distributed process across the coach–athlete system: situating the coach in the constraints-led approach. Physical Education and Sport Pedagogy, 24(2), 146-161. https://doi.org/10.1080/17408989.2018.1557132

Oslin, J, Mitchell, S, & Griffin, L. (1998). The game performance assessment instrument (GPAI): development and preliminary validation. Journal of Teaching in Physical Education, 17(2), 231-243. https://doi.org/10.1123/jtpe.17.2.231

Pérez-Pueyo, Á., Hortigüela-Alcalá, D., Fernández-Río, J., Calderón, A., García López, L. M., & González-Víllora, S. (2021). Modelos pedagógicos en Educación Física: Qué, cómo, por qué y para qué. León: Universidad de León.

Piaget, J., & Cook, M. (1952). The origins of intelligence in children. New York: International Universities Press.

Pill, S. (2012). Teaching game sense in soccer. Journal of Physical Education, Recreation & Dance, 83(3), 42-52. https://doi.org/10.1080/07303084.2012.10598746

Piltz, W. (2013). Play Practice: An innovative model for engaging and developing skilled players in sport. In Contemporary Developments in Games Teaching (pp.71-83). London: Routledge.

Pinder, R. A., Davids, K., Renshaw, I., & Araújo, D. (2011). Representative learning design and functionality of research and practice in sport. Journal of Sport and Exercise Psychology, 33(1), 146-155. https://doi.org/10.1123/jsep.33.1.146

Puente-Maxera, F., Méndez-Giménez, A., & Martínez de Ojeda, D. (2018). Modelo de Educación Deportiva y dinámica de roles. Efectos de una intervención sobre las variables motivacionales de estudiantes de primaria. Cultura, Ciencia y Deporte, 39(13), 281-290. https://doi.org/10.12800/ccd.v1i1.1149

Ranganathan, R., & Newell, K. M. (2013). Changing up the routine: Intervention‑induced variability in motor learning. Exercise and Sport Sciences Reviews, 41(1), 64-71. https://doi.org/10.1097/JES.0b013e318259beb5

Renshaw, I., & Chow, J. Y. (2019). A constraint-­‐‑led approach to sport and physical education pedagogy. Physical Education and Sport Pedagogy, 24(2), 103-116. https://doi.org/10.1080/17408989.2018.1552676

Renshaw, I., Araújo, D., Button, C., Chow, J. Y., Davids, K., & Moy, B. (2016). Why the Constraints-Led Approach is not Teaching Games for Understanding: a clarification. Physical Education and Sport Pedagogy, 21(5), 459-468. https://doi.org/10.1080/17408989.2015.1095870

Renshaw, I., Chow, J. Y., Davids, K., & Hammond, J. (2010). A constraints‑led perspective to understanding skill acquisition and game play: a basis for integration of motor learning theory and physical education praxis? Physical Education & Sport Pedagogy, 15(2), 117-130. https://doi.org/10.1080/17408980902791586

Renshaw, I., Davids, K., Shuttleworth, R., & Chow, J. (2009). Insights from ecological psychology and dynamical systems theory can underpin a philosophy of coaching. International Journal of Sport Psychology, 40(4), 580-602.

Renshaw, I., Oldham, A. R., & Bawden, M. (2012). Nonlinear Pedagogy Underpins Intrinsic Motivation in Sports Coaching. The Open Sports Sciences Journal, 5(Sup. 1-M10), 88-99. 10.2174/1875399X01205010088

Rink, J. (1993). Teaching Physical Educational for Learning. Columbia: University of South Carolina.

Rivera-Pérez, S., Fernandez-Rio, J., & Iglesias Gallego, D. (2021). Effects of an 8-week cooperative learning intervention on physical education students’ task and self-approach goals, and emotional intelligence. International Journal of Environmental Research and Public Health, 18(1), 61. https://doi.org/10.3390/ijerph18010061

Roberts, S., & Potrac, P. (2014). Behaviourism, constructivism and sports coaching pedagogy: A conversational narrative in the facilitation of player learning. International Sport Coaching Journal, 1(3), 180-187. https://doi.org/10.1123/iscj.2014-0097

Rothwell, M. (2021). Sociocultural constraints and the athlete-environment relationship in a form of life. Sheffield: Sheffield Hallam University.

Serra-Olivares, J., García-López, L. M., & del Campo, D. G. D. (2017). Conocimiento táctico de niños de siete-13 años en función del contexto deportivo. Revista de Psicología del deporte, 26(1), 135-144.

Siedentop, D. (1987). The theory and practice of sport education. Myths, models and methods in sport pedagogy. Champaign: Human Kinetics.

Siedentop, D. (1994). Sport education: quality PE through positive sport experiences. Champaign.: Human Kinetics Publishers.

Siedentop, D., Hastie, P., & Van der Mars, H. (2020). Complete guide to sport education. Champaign: Human Kinetics.

Slavin, R. (1995). Cooperative learning: Theory, research, and practice. Boston: Allyn & Bacon.

Slavin, R. (2014). Cooperative Learning and Academic Achievement: Why Does Groupwork Work? Anales de psicología, 30(3), 785-791. https://doi.org/10.6018/analesps.30.3.201201

Standing, R., & Maulder, P. (2019). The effectiveness of progressive and traditional coaching strategies to improve sprint and jump performance across varying levels of maturation within a general youth population. Sports, 7(8), 186. https://doi.org/10.3390/sports7080186

Tan, C. W. K., Chow, J. Y., & Davids, K. (2012). ‘How does TGfU work?’: examining the relationship between learning design in TGfU and a nonlinear pedagogy. Physical education and sport pedagogy, 17(4), 331-348. https://doi.org/10.1080/17408989.2011.582486

Thorpe, R., Bunker, D., & Almond, L. (1986). Rethinking games teaching. Loughborough: LUT.

Turner, A., & Martinek, T. J. (1995). Teaching for understanding: A model for improving decision making during game play. Quest, 47(1), 44-63. https://doi.org/10.1080/00336297.1995.10484144

Webb, P., & Pearson, P. (2008). An Integrated Approach to Teaching Games for Understanding (TGfU). 1st Asia Pacific Sport in Education Conference: Ngunyawaiendi Yerthoappendi Play to Educate, Adelaide.

Withagen, R., De Poel, H. J., Araújo, D., & Pepping, G. J. (2012). Affordances can invite behavior: Reconsidering the relationship between affordances and agency. New ideas in psychology, 30(2), 250-258. https://doi.org/10.1016/j.newideapsych.2011.12.003

Wormhoudt, R., Savelsbergh, G. J., Teunissen, J. W., & Davids, K. (2017). The athletic skills model: optimizing talent development through movement education. London: Routledge.

Publicado

2025-07-04

Número

Sección

Artículos de revisión

Cómo citar

Madrid Pedreño, J. (2025). Métodos de enseñanza en los deportes colectivos: de los modelos tradicionales a los modelos ecológicos. JUMP, 11, e9664. https://doi.org/10.17561/jump.n11.9664