ABSTRACT

The goal of the present study was to explore Primary Education students’ views on their involvement in a three pedagogical models’ hybridization (Health-Based Physical Education, Cooperative Learning and Sport Education) based on their common features, links and frameworks (e.g. the influence of the models in the students’ basic psychological needs or motivation), as well as their limitations. A total of 115 year-5 and year-6 students (46.09% girls; aged 10–13 years), enrolled in one school in central Spain, agreed to participate. They all experienced the same ‘Edu-CrossFit’ learning unit (13 lessons, 45 min/each). One teacher-researcher, with more than six years of previous experience on pedagogical models, implemented the learning unit. The study followed a qualitative methodology, and four group interviews (one from each participating class) were conducted at the end of the intervention programme. From the students’ responses, and to facilitate the understanding and soundness of the data analysed, four main themes emerged: (a) ‘Am I allowed to behave autonomously?’: students’ views on how to deal with it’; (b) Students’ views on cooperating and relating with partners; (c) Students’ feelings on their competence and motivation; and (d) ‘Not only movers, but informed and habitual movers’: building students’ active identities. In conclusion, the participating students acknowledged that they had learned to become more autonomous, competent and motivated, to build new relationships and to develop an active identity. A longer-term unit would allow the teacher to know students better and to ensure the consolidation of students’ learnings. Therefore, despite some limitations, this hybridization can contribute to shaping habitual, motivated, critical and informed movers.

摘要

本研究的目的是根据小学教育学生的共同特征、联系和框架（例如影响学生基本心理需求或动机中的模型），以及它们的局限性。西班牙中部一所学校共有 115 名 5 年级和 6 年级学生（46.09% 的女生；年龄在 10-13 岁）同意参加。他们都经历了相同的“Edu-CrossFit”学习单元（13 节课，每节 45 分钟）。一位在教学模式方面拥有超过六年经验的教师研究员实施了学习单元。该研究采用定性方法，在干预计划结束时进行了四次小组访谈（每个参与班级一次）。从学生的反应来看，为了促进对所分析数据的理解和合理性，出现了四个主要主题：(b) 学生对合作伙伴的看法；(c) 学生对其能力和动机的感受；(d)“不仅是推动者，而且是知情和习惯性的推动者”：建立学生的积极身份。总之，参与的学生承认他们已经学会变得更加自主、有能力和有动力，建立新的关系并发展积极的身份。一个长期的单元可以让老师更好地了解学生，并确保巩固学生的学习。因此，尽管存在一些限制，但这种混合有助于塑造习惯性、积极性、批判性和知情的推动者。