A pedagogical model for learning to teach wheeled sports Perspectives from students on the Bachelor’s degree in Sport
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Introduction: This study integrated methodological theories derived from general and sports pedagogy, focusing on the training process for future physical education teachers. Objective: To analyse the perceptions of students in the Bachelor of Sports Science program at the National Pedagogical University (UPN) regarding the implementation of the “Wheel of knowledge” teaching model. Methodology: This project employed a qualitative approach with a hermeneutic design, allowing for the understanding and interpretation of the categories of the didactic model and the process of learning to teach the sports of roller skating, figure skating, skateboarding, and inline hockey. The study was conducted using convenience sampling, with the participation of 50 third-semester students from the Sports Program at the National Pedagogical University (UPN). Instrument: An ad hoc questionnaire was designed and administered, consisting of 20 open-ended questions organized into two categories: a) teaching model and b) “Learning to teach wheeled sports.” The instrument was assessed using expert judgment and analysed using Kendall’s coefficient (W = .78, p < .05), revealing significant consensus and strong expert agreement. Results: The analysis revealed that teacher candidates view the “Wheel of knowledge” instructional model as a pedagogical alternative for structuring instructional mediation in wheeled sports. The discourse analysis identifies the dimension of teaching action and implementation as the transformative axis of pedagogical practice, where traditional methodologies can be combined through strategies mediated by creativity and the specific reconfiguration of teaching.
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