Pedagogical models for the training of professionals in sport, recreation, physical activity and physical education in the Colombian Caribbean

Abstract

Educational programs plans for sport and recreation professionals are challenged by the fact that both teachers and students have low reading levels, writing deficiencies, conceptual confusion about pedagogical knowledge, discourse, and practice, and inadequate research training that limits theoretical and technical production in their field. The objective of this article was to analyze the concept of pedagogy in the pedagogical models of sport, recreation, physical activity and physical education programs of nine higher education institutions in the Colombian Caribbean region. For this purpose, a qualitative study based on grounded theory was designed. To collect the information, the program educational projects of nine higher education institutions were analyzed and the people who designed them were interviewed. Results show the predominance of two constructivist pedagogical models: (1) one oriented towards personal, professional and scientific training with the support of physical activity pedagogy or physical education theory, and (2) a contextual, intercultural and interdisciplinary model that combines physical education, recreation and sport. It was also found that members of these higher education institutions use pedagogical models that integrate critical, cognitive, and systemic theories. In conclusion, it is important to invite institutions that offer sport, recreation, physical activity, and physical education programs to share their conceptions of pedagogical knowledge and its relationship to disciplinary knowledge.