Importance of the pedagogical bases of physical culture in the teaching-learning process in the subject of didactics of physical culture

Abstract

This study analyzes the importance of the pedagogical foundations of Physical Culture in the teaching-learning process of the subject Didactics of Physical Culture, in seventh-semester students of the Education Sciences program at the Universidad Estatal del Sur de Manabí, in a blended learning modality during the academic period PII 2025. The research was conducted under a qualitative-quantitative approach, with a non-experimental, cross-sectional design and an analytical-exploratory level. The sample consisted of 44 students selected through non-probability convenience sampling. A structured questionnaire with a Likert scale was applied as the data collection instrument via Google Forms. The results show that students present a favorable perception regarding the knowledge and application of pedagogical foundations, recognizing their contribution to improving the quality of the formative process and their development as future teachers. However, individual differences were identified in the transfer between theoretical knowledge and educational practice, as well as heterogeneous perceptions regarding the possibilities offered by the blended learning modality for the implementation of pedagogical strategies in this discipline. It is concluded that the pedagogical foundations of Physical Culture constitute a structuring element in teacher training, whose systematic strengthening is essential to guarantee coherent, reflective, and pedagogically grounded teaching-learning processes in hybrid university contexts.