¿Cómo aprenden los estudiantes de primer año de grado en Gestión Deportiva? El impacto del CBL en los estilos y competencias
DOI:
https://doi.org/10.64197/Kronos.1.25.1037Palabras clave:
Empleabilidad, eduación, estilos de aprendizaje, competencias profesionales, aprendizaje basado en retosResumen
Este estudio evalúa los efectos del Aprendizaje Basado en Retos (ABR) en los estilos de aprendizaje y las competencias profesionales de estudiantes de primer año de gestión deportiva. Un total de 52 estudiantes participaron en una intervención pre y post-test, utilizando el CHAEA-36 para evaluar los estilos de aprendizaje y el Cuestionario de Dimensiones de Competencia para la Gestión Deportiva para medir las habilidades profesionales. Los resultados revelaron una reducción estadísticamente significativa en el estilo de aprendizaje reflexivo (t7=3,67; p=0,008; d=1,30). Se observaron descensos en las habilidades organizativas (t18=3,44; p=0,003; d=0,79) y la adaptabilidad (t44=2,19; p=0,034; d=0,33). Sin embargo, se observaron mejoras significativas en competencias clave de gestión deportiva, como la experiencia empresarial (t46=4,37; p=0,0001; d=0,64), la pericia económica (t53=3,08; p=0,003; d=0,42) y el conocimiento jurídico (t54=8,46; p=0,0001; d=1,14). Estos hallazgos sugieren que, si bien el aprendizaje basado en casos (ABC) mejora las competencias, su impacto en los estilos de aprendizaje y otras habilidades podría requerir ajustes, especialmente para los estudiantes principiantes. Podrían ser necesarios periodos de reflexión estructurados y orientación adicional para maximizar los beneficios del ABC para los estudiantes de primer año.
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Derechos de autor 2026 Silvio Addolorato, Víctor Jiménez Díaz-Benito, Jairo León-Quismondo
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