Didactic proposal on parkour and plogging through a hybridization of pedagogical models in Secondary Education
DOI:
https://doi.org/10.55040/m5f5kv66Keywords:
environmental education, Physical Education, Secondary School, hybridization of pedagogical models, Learning SituationAbstract
Adopting a sustainable and eco-socially responsible lifestyle while actively contributing to the conservation of natural and urban environments is one of the specific competencies of the Physical Education subject in Secondary Education. The aim of this study was to design and analyse the effect of a learning situation focused on parkour and plogging in the third year of Compulsory Secondary Education using a hybridization of pedagogical models. A quasi-experimental design was applied with 28 students (13 girls and 15 boys) in the third year of Secondary Education. The intervention, carried out over eight sessions, integrated the models of cooperative learning, service-learning and gamification. The results showed a positive evaluation of the associated assessment criteria, with no significant differences found according to students’ sex. The reliability analysis evidenced good internal consistency among the assessment instruments used. Moreover, the correlations between the instruments were high, confirming the validity and robustness of the tools employed. In conclusion, the learning situation on parkour and plogging using a hybridization of pedagogical models fostered cooperation, engagement, and environmental awareness among the students, contributing to the achievement of the SDGs related to adopting a sustainable and eco-socially responsible lifestyle.
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