Diseños Curriculares Y Logros De Aprendizaje en La Educación Física Escolar

Abstract

The objective of this research was to determine the relationship that exists between the curricular and didactic factors that intervene in the Validation of Curricular Designs and learning achievements in the area of Physical Education, in teachers of educational institutions in Peru. The study is quantitative, descriptive, correlational; The sample was presented with two online questionnaires. The results statistically report that the significance of p > α → accepting the null hypothesis Ho. In relation to other studies, it is verified that the curricular and didactic approach has no application in the validation of curricular designs (HE1o), which contradicts the study by (Leiton, 2006) where the behaviorist approach is predominant in the curricular and with (Jaucha , 2018) on the relationship between curricular design and teaching planning, as an alternative to the problem of pedagogical management; The results of some dimensions of the Specific Hypothesis agree with (Prado, 2015) where the curricular practice in educational institutions is based on experience, with emphasis on the delivery of documents, without review, feedback, or advice. Concluding that there is no significant relationship between the Curricular Designs and learning achievements in the area of Physical Education, in the participating Educational institutions.