<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1409-4258</journal-id>
<journal-title><![CDATA[Revista Electrónica Educare]]></journal-title>
<abbrev-journal-title><![CDATA[Educare]]></abbrev-journal-title>
<issn>1409-4258</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional. CIDE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-42582019000300024</article-id>
<article-id pub-id-type="doi">10.15359/ree.23-3.2</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[¿Qué aprende el estudiantado de secundaria en la asignatura de educación física?]]></article-title>
<article-title xml:lang="en"><![CDATA[What Do High School Students Learn About Physical Education?]]></article-title>
<article-title xml:lang="pt"><![CDATA[¿O que os alunos do ensino médio aprendem sobre educação física?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gaviria-Cortés]]></surname>
<given-names><![CDATA[Didier Fernando]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castejón-Oliva]]></surname>
<given-names><![CDATA[Francisco Javier]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Antioquia  ]]></institution>
<addr-line><![CDATA[Medellín ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Madrid  ]]></institution>
<addr-line><![CDATA[Madrid ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<volume>23</volume>
<numero>3</numero>
<fpage>24</fpage>
<lpage>43</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582019000300024&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582019000300024&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582019000300024&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En el proceso de enseñanza y aprendizaje se presentan una serie de interacciones entre docentes, estudiantes, materiales, experiencias y medio, las cuales forman un todo significativo en el cual se producen aprendizajes. El pensamiento del estudiantado sobre lo que aprende en las clases y la importancia que le atribuye a esos aprendizajes son factores que afectan la actitud hacia la asignatura de educación física. En este sentido, el objetivo del estudio fue estudiar las creencias y percepciones del alumnado relativas al aprendizaje en las clases de educación física. La investigación es un estudio de caso, donde participaron 93 estudiantes de grado 11, de una institución educativa de la ciudad de Medellín-Colombia. La información se recolectó por medio de cuestionario, observación y grupos focales, para el analisis de la información se utilizó el sofware SPSS para la información del cuestionario y el programa Nvivo para los grupos focales y la observación. El estudiantado considera que los principales aprendizajes de la asignatura son la aplicación de las habilidades motrices; conocer el funcionamiento del cuerpo; y el conocimiento y aplicación de las reglas de los deportes. La mayoría del estudiantado cree que la asignatura de educación física debe servir para mejorar la salud, mejorar la condición física y aprender valores. Estos resultados deberían orientar la educación física como formadora de valores, mejora de la motricidad humana y con implicación en el ámbito cognitivo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In the teaching and learning process, there are interactions between teachers, students, materials, experiences, and means; this forms a significant whole in which learning takes place. The students&#8217; thinking about what they learn in class and the importance they give to that learning are factors that affect the attitude towards the Physical Education subject. The objective of this research was to study students&#8217; beliefs and perceptions regarding learning in physical education classes. The research is a case study involving 93 students of 11th grade, from an educational institution in the city of Medellín, Colombia. The information was collected through observation, a questionnaire, and focus groups. SPSS software was used for the information analysis of the questionnaire, and the Nvivo program, for focus groups and observation. The students consider that the main lessons they draw from the subject are the application of motor skills, the knowledge of the functioning of the body, and the learning of knowledge and application of sport&#8217;s rules. Most students believe that Physical Education subject should serve to improve health and fitness condition and learn values. These results should guide physical education with involvement in the cognitive field, as well as a value maker and improvement of human motor skills.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo No processo de ensino e aprendizagem, existem interações entre professores, estudantes, materiais, experiências e meios que formam um conjunto significativo no qual a aprendizagem acontece. O pensamento dos estudantes sobre o que aprendem na sala de aula e a importância que lhes atribuem aquela aprendizagem são fatores que afetam a atitude em relação ao tema da educação física. O objetivo do estudo foi estudar as crenças e percepções dos estudantes sobre a aprendizagem em aulas de educação física. A pesquisa é um estudo de caso, onde 93 estudantes de segundo ano do ensino médio de uma instituição educativa na cidade de Medellín, na Colômbia. A informação foi coletada através de questionário, observação e grupo focal. O software SPSS foi usado para analisar o questionário e Nvivo para informação dos grupos focais e observação. Como estudantes, acreditam que as principais lições do curso são a implementação de habilidades motoras; entender o funcionamento do corpo; e o conhecimento e aplicação das regras do esporte. A maioria dos estudantes acreditam que o tema da educação física deve servir para melhorar a saúde, melhorar a condição física e aprender valores. Estes resultados devem orientar a educação física como formadora de valor, melhoria das habilidades motoras humanas e envolvimento no campo cognitivo.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación física]]></kwd>
<kwd lng="es"><![CDATA[pensamiento del alumnado]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje, estudio de caso]]></kwd>
<kwd lng="en"><![CDATA[physical education]]></kwd>
<kwd lng="en"><![CDATA[student thinking, learning]]></kwd>
<kwd lng="en"><![CDATA[case study]]></kwd>
<kwd lng="pt"><![CDATA[Educação física]]></kwd>
<kwd lng="pt"><![CDATA[pensamento dos estudantes]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[estudo de caso]]></kwd>
</kwd-group>
</article-meta>
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