Impacto de los juegos modificados en la motivación y aprendizaje en carreras de relevos mixtos
Impact of modified games on motivation and learning in mixed-gender relay racesBarra lateral del artículo
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La adaptación de juegos en la enseñanza del deporte fomenta inclusión, motivación y facilita el aprendizaje efectivo de habilidades técnicas y sociales. El propósito del presente artículo fue determinar el impacto de los juegos modificados en la motivación y el aprendizaje de los estudiantes de Licenciatura en Educación Física del Instituto Superior de Formación Docente Salomé Ureña, Recinto Luis Napoleón Núñez Molina, República Dominicana, durante la práctica de carreras de relevos mixtos. Se empleó un diseño no experimental, correlacional y descriptivo transversal, evaluando a 45 alumnos mediante un cuestionario. Los resultados evidenciaron que los juegos modificados afectan positivamente la motivación intrínseca y el aprendizaje técnico, con correlaciones significativas (r = 0.532 y 0.487). Se observaron niveles medios y altos en motivación, aprendizaje y valoración de juegos, aunque persisten áreas a mejorar en motivación extrínseca, trabajo en equipo y equidad de género. Se recomienda fortalecer estas estrategias para maximizar el impacto educativo y promover habilidades técnicas y metacognitivas inclusivas.
Adapting games in sports instruction promotes inclusion and motivation, and facilitates the effective learning of technical and social skills. This study aimed to determine the impact of modified games on motivation and learning among students enrolled in the bachelor’s degree program in Physical Education at the Salomé Ureña Higher Institute of Teacher Training, Luis Napoleón Núñez Molina campus (Dominican Republic), during mixed-gender relay races. A nonexperimental, correlational, cross-sectional, descriptive design was employed, assessing 45 students using a questionnaire. The results indicated that modified games positively affected intrinsic motivation and technical learning, with significant correlations (r = 0.532 and 0.487). Medium and high levels were observed for motivation, learning, and game appraisal, although areas for improvement persisted in extrinsic motivation, teamwork, and gender equity. These findings underscore the need to strengthen these strategies to maximize educational impact and promote inclusive technical and metacognitive skills.
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