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espanolEl objetivo del presente estudio es doble; medir un factor competencial basico (FCB), a traves del proceso de ensenanza y aprendizaje de un juego de cooperacion y oposicion denominado “juego Z” (educacion fisica) y compararlo con los resultados academicos de alumnos/as de primero de ESO, asi como su practica deportiva extraescolar (horas/semana). Los alumnos/ as (ninos, n = 11; ninas, n = 12), de la ciudad de Badalona, del instituto IES Enric Borras, de 1o de ESO, participaron en 15 sesiones (12 practicas, en el patio; 3 teoricas, en el aula), durante el ano 2015. Para evaluar este proceso, se ha utilizado una hoja de observacion participativa con 21 indicadores, 3 cuestionarios y una hoja de evaluacion escrita. Los resultados obtenidos nos indican que existe una relacion significativa entre el FCB y los resultados academicos, por encima del nivel de practica deportiva extraescolar y el nivel de condicion fisica. Sin embargo, estos deben interpretarse con cautela al tratarse de un estudio de caso y no de una generalizacion de alumnos/as de Badalona, Cataluna o Espana. Las implicaciones del proceso pueden ser amplias y profundas, entre otras, las de reflexionar sobre como ensenamos y/o como entrenamos. Estas competencias basicas (autocontrol, deportividad, compromiso, cooperacion y comprension del juego) serian las claves para el futuro aprendizaje, rendimiento y competitividad. El sistema de ensenanza y/o entrenamiento dinamico, integrado y no lineal podria ser mas eficaz y eficiente. EnglishThe purpose of this study is twofold; to measure a core skill factor (CSF) through teaching and learning a cooperation and opposition game called the “Z game” (physical education) and then to compare this factor with the academic results of first year lower secondary education students and their out-ofschool sports (hours per week). The students (boys, n = 11; girls, n = 12) in first year lower secondary education at Enric Borras High School in Badalona took part in 15 sessions (12 practical ones in the playground and three theoretical ones in the classroom) in 2015. We evaluated this process with a participatory observation sheet featuring 21 indicators, three questionnaires and a written evaluation sheet. Our findings indicate that there is a significant relationship between the CSF and academic results which is above the level of out-of-school sports and the level of fitness. However, they should be interpreted with caution as it is a case study and not a generalisation about students in Badalona, Catalonia or Spain. The implications of the process may be wide-ranging and profound, in particular in thinking about how we teach and/or how we train. These core skills (self-control, sportspersonship, commitment, cooperation and understanding of the game) would be the keys to future learning, performance and competitiveness. A dynamic, integrated and nonlinear teaching and/or training system might be more effective and efficient |
