Social Preferences for Learning in Physical Education among Secondary Students with Attention Deficit/Hyperactivity Disorder (ADHD).

  1. Villa-de Gregorio, Miguel 1
  2. Ruiz Pérez, Luis Miguel 2
  3. Barriopedro Moro, María Isabel 2
  1. 1 Departamento de Didáctica de las Lenguas, Artes y Educación Física. Facultad de Educación-Centro de Formación del Profesorado. Universidad Complutense de Madrid (UCM).
  2. 2 Departamento de Ciencias Sociales de la Actividad Física, del Deporte y del Ocio. Facultad de Ciencias de la Actividad Física y del Deporte-INEF-Madrid. Universidad Politécnica de Madrid
Revista:
RICYDE. Revista Internacional de Ciencias del Deporte

ISSN: 1885-3137

Año de publicación: 2022

Título del ejemplar: Abril

Volumen: 18

Número: 68

Páginas: 113-126

Tipo: Artículo

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Otras publicaciones en: RICYDE. Revista Internacional de Ciencias del Deporte

Resumen

Este estudio examinó el efecto que tuvo la aplicación de los contenidos curriculares de Educación Física (EF) a lo largo de 12 semanas, sobre las preferencias sociales para aprender en Educación Física de estudiantes de secundaria españoles, con trastorno por déficit de atención/hiperactividad (TDAH) y con desarrollo típico (TD), respectivamente. La muestra estuvo compuesta por 13 alumnos con TDAH (9 chicos y 4 chicas, de 15 años) y 13 alumnos (9 chicos y 4 chicas, de 15 años) sin problemas de atención (TD). el efecto que tuvo la aplicación de los contenidos curriculares de Educación Física (EF) a lo largo de 12 semanas, todos los participantes completaron la Escala Graupera/Ruiz de Preferencias de Interacción Social en el Aprendizaje de EF (GR-SIPPEL) que analiza cuatro dimensiones de preferencia de aprendizaje: cooperación, competencia, afiliación e individualismo. Después de la aplicación de los contenidos curriculares, los estudiantes con TDAH mostraron un aumento en sus puntajes de cooperación, competencia e individualismo. No mostraron un aumento significativo en la dimensión afiliación. La aplicación de los contenidos curriculares de EF, podría influir en las preferencias sociales del alumnado con TDAH, para aprender en EF, pues se trata de una excelente manera de promover sus relaciones con otros compañeros.

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Fuente de los datos: Dialnet