La práctica aleatoria frente a la enseñanza sin errores en el aprendizaje del putt de golf en adolescentes

• Gavala González, Juan ^[1] ; Román Alconchel, Blanca ^[4] ; Miranda León, Mª Teresa ^[2] ; Fernández García, José Carlos ^[3]
  1. [1] Universidad de Sevilla

     Universidad de Sevilla

     Sevilla, España

     
  2. [2] Universidad de Granada

     Universidad de Granada

     Granada, España

     
  3. [3] Universidad de Málaga

     Universidad de Málaga

     Málaga, España

     
  4. [4] Departamento de Educación Física. Colegio Ave María, Granada (España),

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• Localización: riccafd: Revista Iberoamericana de Ciencias de la Actividad Física y el Deporte, ISSN-e 2255-0461, Vol. 12, Nº. 3 (Diciembre), 2023, págs. 103-123
• Idioma: español
• DOI: 10.24310/riccafd.12.3.2023.17895
• Títulos paralelos:
  • Golf putting in adolescents: random practice versus error free learning
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• Resumen
  • español

    El aprendizaje del putt de golf ha sido objeto de múltiples estudios, si bien en la franja de edad de la adolescencia apenas hay referencias de cómo plantear un proceso de aprendizaje que tenga el gradiente de desafío y la dificultad adecuada en contextos de aprendizaje en Educación Física (EF). Purpose: El objetivo de este estudio es investigar mediante una aproximación ecológica, si la práctica aleatoria (variabilidad) permite el aprendizaje del putt de golf en la iniciación deportiva al igual que el aprendizaje sin errores (repetitivo). Método: Han participado 46 estudiantes (M=13.8±.07años) de segundo curso de la enseñanza secundaria obligatoria (ESO), sin ninguna experiencia previa en este deporte. Se han tomado varias mediciones: a) pretest, b) tratamiento, consistente en siete bloques de práctica de 10 repeticiones, c) post-test y d) test de transferencia (dos semanas después del post-test). Resultados: Los datos nos indican que tanto el grupo de aprendizaje aleatorio (variabilidad) como el grupo de aprendizaje sin errores consiguen resultados parecidos tanto en el post-test (M=1,36, SD=0,32 vs M= 1,16 SD=0,30), como en el test de transferencia (M=2,56, SD=0,07 vs M=2,53, SD= 0,07). Conclusión: El aprendizaje de un gesto técnico tan complejo como es el putt de golf puede plantearse en estas edades y en la fase de iniciación tanto desde la variabilidad de la práctica como mediante la reducción del error y con una manifestación del nivel de aprendizaje parecido a corto y largo plazo.

  • English

    Although learning golf putting has been the subject of numerous studies, in the adolescent age group there are very few references on how to design a learning process that has the appropriate challenge gradient and difficulty in physical education (PE) learning environments. The aim of this study was to investigate through an ecological approach, whether random practice (variability) facilitates learning golf putting in the initiation phase as well as error-free learning (repetition). A total of 46 students (M=13.8±.07 years) in the second year of compulsory secondary education (ESO) participated in the study. None of the participants had previous experience playing golf. The following assessments were undertaken: a) pretest, b) intervention, consisting of seven practice blocks of 10 repetitions, c) posttest and d) transfer test (two weeks after the posttest). The data indicate that both the random learning group (variability) and the error-free learning group achieved similar results in the posttest (M=1.36, SD=0.32 versus M=1.16 SD=0.30), and in the transfer test (M=2.56, SD=0.07 versus M=2.53, SD= 0.07). Learning complex technical movements such as golf putting is possible for adolescents in the initiation phase. Both random practice and error reduction provide a similar degree of learning in the short and long term.

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