Technologies and Self-Assessment as Strategies for Collaborative Gymnastic Learning

Abstract

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.

Increasing the level of communicative competence and group interaction of athletes based on the im-plementation of mobile training plans

“…Based on this fact, the authors can argue that classes are more effective when they aim at comprehensive improvement both of physical (Dexheimer et al, 2019) and psychological qualities of the athletes than traditional physical training. This corresponds to the data of scientific literature (Ávalos et al, 2020;Liao et al, 2019). However, they should note that this study focused on the development of communicative competence, social openness of personality and interpersonal professional interaction of the athletes, which is innovative for non-team sports.…”

“…Researchers (Ávalos et al, 2020;Kozina et al, 2017) argue that the use of mobile technologies has a positive effect on motivation and achievement of better training results, which helps to increase the self-esteem of athletes, develop their independence and critical thinking. The ability to determine the individual characteristics of the range of motion in the joints of athletes allows you to choose the most effective areas of training and the use of mobile technologies to achieve the best results, assess the psychophysiological capabilities and potential of the physical performance of athletes (Kozina et al, 2017;Kukic et al, 2018;Podrigalo et al, 2017;Romanchuk & Guzii, 2020).…”

Effectiveness of an Acrobatic Gymnastics Programme for the Improvement of Social Skills and Self-Esteem in Adolescents

“…In the study carried out by Ávalos-Romero, Grande and Vega [44] on self-assessment as strategies for collaborative learning of gymnastics, they concluded that practising AG brings many affective-social benefits. In this aspect, the inclusion of students in the evaluation processes was key, as it allows them to participate in their teaching-learning process, contributing to the formation of more critical and autonomous people.…”

“…The research results on the use of peer assessment have shown an increase in the level of motivation, perceived teacher confidence and competence as well as teacher self-efficacy [43]. A study on self-assessment as a strategy for collaborative learning in gymnastics concluded that the inclusion of students in assessments allows them to participate in the teachinglearning process and can contribute to the formation of more critical and autonomous individuals [44].…”

“…PE is a curricular area developed outside the students' regular classroom in which a variety of groupings are allowed and interaction is required, thus fostering various values such as solidarity, companionship, tolerance, empathy and respect. This leads to an increase in self-esteem, improved social relations, reciprocal learning among students and responsibility through motor actions [39,[44][45][46].…”