Vol. 21 Núm. 83 (2021)
Artículos

EFECTOS DEL APRENDIZAJE MOTOR IMPLÍCITO Y EXPLÍCITO DEL GOLF EN ESCOLARES

B. Román Alconchel
Ave María de la Quinta
Biografía
M.T. Miranda León
Universidad de Granada
Biografía
J.C. Fernández García
Universidad de Málaga
Biografía
Publicado octubre 1, 2021

Palabras clave:

aprendizaje motor implícito, aprendizaje motor explicito, golf, educación física, escolares
Cómo citar
Román Alconchel, B., Miranda León, M., & Fernández García, J. (2021). EFECTOS DEL APRENDIZAJE MOTOR IMPLÍCITO Y EXPLÍCITO DEL GOLF EN ESCOLARES. Revista Internacional De Medicina Y Ciencias De La Actividad Física Y Del Deporte, 21(83), 573–589. https://doi.org/10.15366/rimcafd2021.83.010

Resumen

El objetivo de este estudio es investigar mediante una aproximación ecológica, si los métodos de aprendizaje motor implícitos permiten un mejor aprendizaje del swing completo y del swing medio (chipeo) de golf en la iniciación deportiva respecto a los tradicionales métodos de aprendizaje motor explícitos. Han participado 56 estudiantes (M=13.6±1.05 años) de segundo curso de enseñanza secundaria (ESO), sin ninguna experiencia previa en este deporte. Se han tomado tres mediciones: a) antes de la intervención didáctica, b) el pre-test de rendimiento motor en el centro escolar y c) el post-test de transferencia dos semanas después del pre-test) realizado en el campo de golf. En base a los resultados, el aprendizaje de un gesto técnico tan complejo como el swing completo y el swing medio (chipeo) en golf pueden plantearse como un contínuum entre el aprendizaje implícito y el explícito en estas edades en la fase de iniciación e integrando los aspectos positivos de uno y otro método.

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