Este artículo presenta un estudio analizando la preferencia en los estilos de aprendizaje de 227 alumnos universitarios españoles que cursan educación física. Para la investigación se ha utilizado el cuestionario CHAEA sobre estilos de aprendizaje. Este estudio no permite identificar claramente los estilos de aprendizaje puesto que no se han encontrado diferencias significativas entre los grupos estudiados. Los resultados sugieren diferencias en cuanto a sexo puesto que los hombres utilizan los estilos teóricos más que las mujeres. Los resultados muestran también una relación positiva entre los estilos teóricos y los reflexivos. Palabras clave: Estilos de enseñanza, educación superior, educación física, cuestionario CHAEA.

The acrosport is an ideal content to work in physical education classes due to its cooperative and integrating characteristics and the multiple benefits it can bring to the students. The aim of this research is to analyze the perception of 81 students of High School after carrying out an acrosport unit using the technologies and involving the students in the evaluation process. For this, a qualitative methodology with descriptive character was used. The instrument for the collection data was the semi-structured interview where questions were addressed about the benefits and difficulties encountered in the development of the unit, as well as about the usefulness perceived by adolescents of the use of video during the development of the unit and self-evaluation. The qualitative data were coded according to the narrative content of the students and analysed with the AQUAD 7 programme. The results show that the students perceive benefits in terms of enjoyment and companionship in this practice. Regarding the difficulties encountered, the lack of time and the specific requirements for the development of this modality are the most outstanding aspects. Furthermore, the student’s value positively the use of video in the acrosport classes and the self-evaluation supported by rubrics. In this way, the practice of acrosport contributes numerous affective-social benefits, concluding in addition, that the use of the video and the inclusion of the students in the evaluation allow them to be participants of their teaching-learning process, being able to contribute to the formation of more critical and autonomous people.

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