Comparison of traditional and active methodologies in Physical Education and their impact on students' physical performance, motivation, and learning

Abstract

This article aims to identify and understand the impact of traditional and active methodologies in Physical Education classes on students' physical performance, motivation, and learning. The methodological process applied during the construction of the following inquiry was based on a qualitative approach, immersed in the principles of the interpretive paradigm and those of documentary research. To this end, more than 30 publications indexed in Latindex 2.0 journals, Scopus, Scielo, among other academically recognized catalogs, were reviewed. Given this situation, fourteen (14) publications and articles were selected that met the aforementioned criteria, with the purpose of identifying the elements of coincidence and divergence existing by carrying out the pertinent exploration and analysis. Emphasis was placed on traditional and active methodologies used in the area of Physical Education. Active methodologies emphasize intervention, fusion, and training in new educational technologies. Traditional methodologies have common implications, such as physical inactivity, updating learning styles, problems with cooperative learning, the need to change the performance model, and resistance to change. It is possible to combine both methods (in their significant content) to achieve substantial gains during the teaching and learning process.