Students’ perceptions on three-way pedagogical models hybridization: contributing to the development of active identities

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.

KEYWORDS:

• Health-Based Physical Education
• Sport Education
• Cooperative Learning
• models-based practice
• Primary Education

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by Universidad de Castilla-La Mancha [grant number: 2019-PREDUCLM-10274].