Comparación de las creencias de los profesores de Aracati (Brasil) y Valencia (España) sobre la elección de los deportes olímpicos de combate

LAURA RUIZ-SANCHIS, IGNACIO TAMARIT-GRANCHA, JULIO MARTÍN RUIZ

• Planteamiento del problema: La supuesta violencia que conlleva la práctica de los deportes de combate ha provocado el rechazo de numerosos ámbitos sociales, pedagogos y profesores de Educación Física descartan estos deportes como contenidos de sus clases.
• Enfoque: Este estudio investiga los factores que determinan la elección de los deportes de combate por parte de los profesores de Educación Física, según lo que saben, lo que piensan y lo que necesitan de estas modalidades olímpicas. Estas variables están directamente relacionadas con el papel del profesor de EF y la selección de los cinco deportes olímpicos de combate (taekwondo, boxeo olímpico, esgrima, lucha olímpica y judo) para su plan de estudios con el fin de averiguar: ¿qué saben? ¿Cuál es su opinión? ¿Y qué necesitan para incluirlos en su plan de estudios?
• Propósito: Se realiza un análisis descriptivo del que se extrae el porcentaje de frecuencia, dentro de la clasificación del Cuestionario CCDCEF inicial en sus escalas de: Saber, Pensar y Necesitar, de la muestra de docentes de Aracati (Brasil) y Valencia (España) . Para averiguarlo nos apoyamos en el Cuestionario de Creencias del Profesorado sobre los Deportes de Combate en las aulas de Educación Física, donde se comparan los resultados de 79 profesores de Aracati y 81 profesores de Valencia.
• Resultados: Los principales factores que justifican su escasa presencia se refieren a que los docentes consideran su práctica de riesgo y peligrosidad, y que la presión social influye negativamente en estos deportes.
• Conclusiones: Los docentes están dispuestos a invertir tiempo en aprender y comprender los conceptos básicos de las cinco modalidades olímpicas para introducirlas en sus aulas. La creación de materiales curriculares adecuados y adaptados para la introducción de los deportes de combate, especialmente para el taekwondo, el boxeo olímpico y la lucha olímpica en las escuelas, es necesaria para reducir los prejuicios que tienen los docentes y la sociedad hacia estas modalidades.

Palabras clave: – Deportes de combate, docentes, creencias, contenidos curriculares

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