O iginal a icle. E alua ing uni e si y spo science s uden s' pe cep ions ollowing a se ice-lea ning
in e en ion in high schools. Vol. 11, n.º 2; p. 1-13, Ap il 2025.
h ps://doi.o g/10.17979/spo is.2025.11.2.11505
1
E alua ing uni e si y spo science s uden s' pe cep ions ollowing a se ice-
lea ning in e en ion in high schools
E aluación de las pe cepciones de los es udian es uni e si a ios de ciencias del
depo e as una in e ención de ap endizaje-se icio en escuelas secunda ias
Ja ie Pecci1; Ca los Galiano2; Ángel Ca ne o-Díaz1; José Luis Gil Delgado1
.
¹ Depa men o Physical Educa ion and Spo , Uni e si y o Se ille, Se ille, Spain
² Depa men o Communica ion and Educa ion, Uni e sidad Loyola Andalucía, Se ille,
Spain
Co esponding au ho : Jose Luis Gil Delgado, [email p o ec ed]
Edi o ial Schedule: A icle ecei ed 16/12/2024 Accep ed: 18/02/2025 Published: 01/04/2025
h ps://doi.o g/10.17979/spo is.2025.11.2.11505
To ci e his a icle use he ollowing e e ence:
Pecci, J.; Galiano, C.; Ca ne o-Díaz, A.; Gil Delgado, J.L. (2025). E alua ing uni e si y
spo science s uden s' pe cep ions ollowing a se ice-lea ning in e en ion in high
schools. Spo is Sci J, 11 (2), 1-13 h ps://doi.o g/10.17979/spo is.2025.11.2.11505
Au ho con ibu ion: All au ho s con ibu ed equally o he wo k.
Funding: No unding sou ces we e used o he p epa a ion o his a icle. The au ho s
did no ecei e any inancial bene i om he p epa a ion o his manusc ip .
Con lic o in e es : The au ho s decla e ha hey ha e no con lic o any kind
E hical aspec s: The s udy s a es he e hical aspec s.
O iginal a icle. E alua ing uni e si y spo science s uden s' pe cep ions ollowing a se ice-lea ning
in e en ion in high schools. Vol. 11, n.º 2; p. 1-13, Ap il 2025.
h ps://doi.o g/10.17979/spo is.2025.11.2.11505
2
Abs ac
This s udy examined uni e si y and high school s uden s’ pe cep ions ollowing a
biomechanics- ocused se ice-lea ning in e en ion. Fi e spo s science s uden s augh
biomechanics o i e high school s uden s h ough ou sessions combining heo y and
p ac ice, concluding wi h a con e ence p esen a ion. S uden s we e asked how hey el
abou he p og am ac oss basic, pedagogical, and o ganiza ional dimensions, and sel -
assessmen eliabili y was calcula ed. Bo h g oups epo ed high sa is ac ion, wi h
sco es a e aging o e 3 ou o 4. High school s uden s demons a ed eliable sel -
assessmen , e lec ing e ec i e knowledge e en ion. Findings sugges ha se ice-
lea ning is an e ec i e pedagogy in biomechanics, enhancing comp ehension o
complex concep s and os e ing posi i e in e connec ions be ween uni e si y and high
school s uden s.
Keywo ds: educa ion, eaching me hods, high school, s uden engagemen , echnology.
Resumen
Es e es udio examinó las pe cepciones de es udian es uni e si a ios y de secunda ia as
una in e ención de ap endizaje-se icio en ocada en biomecánica.
Cinco es udian es de ciencias del depo e enseña on biomecánica a cinco es udian es de
secunda ia a a és de cua o sesiones que combina on eo ía y p ác ica, concluyendo
con una p esen ación en una con e encia. Las pe cepciones se e alua on en dimensiones
básicas, pedagógicas y o ganiza i as, y se calculó la iabilidad de la au oe aluación.
Ambos g upos epo a on una al a sa is acción, con pun ajes supe io es a 3 de 4. Los
es udian es de secunda ia demos a on una au oe aluación iable, lo que e leja una
e ención e ec i a del conocimien o. Los hallazgos sugie en que el ap endizaje-se icio
es una pedagogía e ec i a en biomecánica, ya que mejo a la comp ensión de concep os
complejos y omen a in e conexiones posi i as en e es udian es uni e si a ios y de
secunda ia.
Palab as cla es: educación, mé odos de enseñanza, escuela secunda ia, comp omiso
del es udian e, ecnología.
In oduc ion
Se ice-lea ning has eme ged as a pedagogical s a egy ha combines academic
con en wi h p ac ical, eal-wo ld expe iences, allowing s uden s o engage in
meaning ul ac i i ies ha bene i bo h he s uden s and he communi y (i.e., popula ion
ecei ing he se ice o e ed) (Salam e al., 2019). Wi hin his amewo k, al e na i e
(i.e., om classical lec u e in which eache speaks and s uden s p ima ily lis en)
lea ning me hods ha e demons a ed posi i e ou comes in a ious educa ional ields,
including heal h and spo sciences (Cuenca-So o e al., 2023; Pecci e al., 2024; Ruiz-
Mon e o e al., 2023). In he con ex o spo sciences, se ice-lea ning o e s an ideal
O iginal a icle. E alua ing uni e si y spo science s uden s' pe cep ions ollowing a se ice-lea ning
in e en ion in high schools. Vol. 11, n.º 2; p. 1-13, Ap il 2025.
h ps://doi.o g/10.17979/spo is.2025.11.2.11505
3
pla o m o applying heo e ical knowledge o eal-wo ld eaching scena ios.
Biomechanics, as a sub ield o spo sciences, in ol es he s udy o he mechanical laws
ela ing o human mo emen (Izquie do, 2010). Unde s anding hese p inciples is
essen ial o s uden s in spo science, as i in o ms hei u u e oles as coaches,
aine s, o spo he apis s. Howe e , ansla ing his knowledge in o accessible lessons
o younge s uden s wi h limi ed p io knowledge cons i u es a unique challenge.
Despi e he bene i s o se ice-lea ning, such as p omo ing pe sonal and social skills
(Simons & Clea y, 2006), se e al challenges exis in i s implemen a ion (Chong, 2014;
Ma hews & Zimme man, 1999) such as he possibili y ha he s uden may no be
mo i a ed (Ma hews & Zimme man, 1999). In his ega d, i is impo an o unde s and
he indi idual cha ac e is ics o he g oup be o e implemen ing his al e na i e
me hodology (Chong, 2014; Ma hews & Zimme man, 1999), which could make i
challenging o apply in la ge g oups. Howe e , despi e he lack o li e a u e suppo ing
se ice-lea ning in spo sciences s uden s (Chi a-Ba oll e al., 2019), a ious
ad an ages ha e been widely epo ed, such as c ea ing mo e engaging lea ning
en i onmen s, ein o cing academic con en , and os e ing he de elopmen o social
esponsibili y (Ma hews & Zimme man, 1999; Salam e al., 2019). Speci ically, he
li e a u e on se ice-lea ning in spo science educa ion is ela i ely limi ed (Chi a-
Ba oll e al., 2019). Fu he mo e, he e is no se ice-lea ning me hodology applica ion
in s uden s o a lowe educa ion le el (i.e., high school le el educa ion) and aiming o
de elop a inal goal such as p esen ing he ob ained knowledge in a o mal con ex .
Gi en he lack o esea ch in hese aspec s, he p esen s udy aimed o e alua e he
pe cep ions o bo h high school s uden s as lea ne s and uni e si y s uden s as eache s
o de eloping a con e ence in a cong ess abou he con en augh in class. Ou main
hypo hesis was ha uni e si y s uden s would pe cei e se ice-lea ning as a posi i e
ool o imp o e hei knowledge in hei spo sciences deg ee subjec , while high
school s uden s would pe cei e he expe ience o de eloping he con en o he
con e ence as a e y posi i e expe ience. We hypo hesized ha uni e si y s uden s
would pe cei e se ice-lea ning as an e ec i e ool o enhancing hei knowledge in
spo science, while high school s uden s would iew he expe ience o p epa ing
con en o a con e ence as a highly posi i e lea ning oppo uni y.
O iginal a icle. E alua ing uni e si y spo science s uden s' pe cep ions ollowing a se ice-lea ning
in e en ion in high schools. Vol. 11, n.º 2; p. 1-13, Ap il 2025.
h ps://doi.o g/10.17979/spo is.2025.11.2.11505
4
Me hods
Expe imen al Design
The cu en s udy was conduc ed wi hin he cu iculum o he "Biomechanics o
Physical Ac i i y and Spo " subjec . This subjec is pa o he Spo Science deg ee
p og am a he Uni e si y o Se ille (Se ille, Spain) and was pa o he i s semes e
o he second yea . Howe e , he p esen in e en ion was conduc ed du ing he second
semes e , wi h he subjec inalized. The me hodology employed wi hin he cou se was
a combina ion o lipped lea ning and classical eaching wi h mas e classes, bu se ice-
lea ning was no p e iously used in he subjec . Fu he mo e, he s uden s in ol ed in
he p esen s udy had any expe ience wi h his lea ning me hodology.
Du ing he p esen in e en ion, spo science s uden s assumed he ole o
eache s, whe eas he high school s uden s se ed as s uden s o assimila ing
biomechanical- ela ed con en s. Gi en his con ex , spo sciences deg ee s uden s had
o each biomechanical con en s abou s eng h- ela ed abili ies such as. jumping,
s eng h and speed (i.e., lea ned du ing he subjec in he i s semes e ), hus adap ing
he con en o he le el o high school s uden s. The inal goal o he lessons was
p epa ing a con e ence in which he high school s uden s would p esen he esul s o
he se ice-lea ning p ocess, as well as he ob ained knowledge abou biomechanics.
Pa icipan s
Fi e Spo Science deg ee s uden s (age ange: 19 o 22 yea s old; men (n) = 4;
women (n) = 1) and i e high school s uden s (age ange: 15-16 yea s old; boys (n) = 3;
gi ls (n) = 2) we e in ol ed in he p esen s udy. High school s uden s belonged o
di e en schools o Andalucia (Spain), whe eas all in ol ed spo sciences s uden s
belonged o he Uni e si y o Se ille (Se ille, Spain). All pa icipan s we e olun ee s,
and he ac i i y had no epe cussion on bo h spo sciences and high school s uden s,
hus a oiding con lic o in e es s. This s udy did no equi e e hical commi ee app o al
as i did no in ol e di ec medical o psychological in e en ion, he collec ion o
sensi i e da a, o expose pa icipan s o any signi ican isks. All pa icipan s p o ided
in o med consen p io o hei in ol emen in he s udy.
O iginal a icle. E alua ing uni e si y spo science s uden s' pe cep ions ollowing a se ice-lea ning
in e en ion in high schools. Vol. 11, n.º 2; p. 1-13, Ap il 2025.
h ps://doi.o g/10.17979/spo is.2025.11.2.11505
5
P ocedu e
Fou sessions we e conduc ed o p epa e he inal con e ence, celeb a ed in
Có doba (Andalucía, Spain). Fo he i s h ee lessons, spo science s uden s p epa ed
he con en abou jumping, s eng h and speed biomechanics (one lesson pe con en ). In
he ou h session, spo science s uden s and high school s uden s p epa ed he
con e ence alk. All sessions had i e hou s o du a ion and consis ed o a i s pa o
heo y in addi ion o a p ac ical session. High school s uden s had o employ
echnological ools o assess hei own pe o mance in he h ee biomechanical
dimensions (i.e., jumping, s eng h and speed), hus in eg a ing he heo e ical pa in o
he p ac ical session. In he ou h session, p epa a ion o slides and he speech o he
p esen a ion in he con e ence, in addi ion o a wo king memo y o he p e ious
sessions was ca ied ou . All his p ocess was supe ised by Spo Science deg ee
eache s and a high school u o .
A e he in e en ion (i.e., he ou h session and he p esen a ion in he inal
con e ence), bo h spo science and high school s uden s illed ou a p e iously
alida ed ub ic o assess hei pe cep ions o he p ocess ca ied ou (Se ano e al.,
2015). This ques ionnai e e alua ed basic, pedagogical and o ganiza ional dimensions,
a ing each i em om 1 o 4, 1 ep esen ing he lowes alue and 4 highes alue. Basic
dimension e alua ed p ojec needs, se ice o e ed, sense o he p ojec and lea ning
ob ained. Pedagogical dimension assessed deg ee o pa icipa ion, eamwo k, e lec ion
on he di e en poin s o he wo k, ecogni ion o knowledge and e alua ion o
knowledge. O ganiza ional dimension e alua ed collabo a ion be ween cen e s,
consolida ion o cen e s and consolida ion o en i ies. This o ganiza ional dimension
was comple ed only by he u o , since high school s uden s did no pa icipa e in he
o ganiza ional asks o he session. In addi ion, eliabili y o he s uden s assessing hei
own pe o mance in jumping, s eng h and speed pe o mance was calcula ed. Fo his
pu pose, high school s uden s pe o med each lea ned es wo imes. This measu e o
eliabili y and consis ency was ob ained o assess whe he seconda y school s uden s
ha e uly acqui ed he knowledge abou biomechanics ha was augh , as g ea e
eliabili y will demons a e a highe e en ion o con en (i.e., a be e and mo e
consis en e alua ion).
O iginal a icle. E alua ing uni e si y spo science s uden s' pe cep ions ollowing a se ice-lea ning
in e en ion in high schools. Vol. 11, n.º 2; p. 1-13, Ap il 2025.
h ps://doi.o g/10.17979/spo is.2025.11.2.11505
6
S a is ical Analysis
A desc ip i e analysis was pe o med on he sco es o each g oup (i.e., high
school and spo sciences s uden s), wi h sco es epo ed as mean ± s anda d de ia ion.
Addi ionally, he eliabili y o he s uden s in pe o mance es s was es ed using
coe icien o a ia ions (CVs), in a-class coe icien co ela ion (ICC (2,1)) and
Ch onbach’s α. S a is ical analysis was pe o med using he Jamo i so wa e (The
Jamo i p ojec , 2019, Ve sion 2.3.18), wi h signi icance se a α < 0.05.
Resul s
Pe cep ions o bo h high school and uni e si y s uden s a e p esen ed in Tables
1, 2 and 3.
Table 1. Basic dimension esul s o he pe cep ions o uni e si y (spo science bachelo ) and high
school s uden s a e se ice-lea ning in e en ion.
Basic
dimension
P ojec needs
Se ice o e ed
Sense o he
p ojec
Lea ning
ob ained
High
school
Spo
science
bachelo
High
school
Spo
science
bachelo
High
school
Spo
science
bachelo
High
school
Spo
science
bachelo
N
5
5
5
5
5
5
5
5
A e age
4
3
3.8
3.20
3.8
3.40
4
3.60
SD
0
0.7
0.4
0.84
0.4
0.55
0
0.55
Min.
4
2
3
2
3
3
4
3
Max.
4
4
4
4
4
4
4
4
Table 2. Pedagogical dimension esul s o he pe cep ions o uni e si y (spo science bachelo )
and high school s uden s a e se ice-lea ning in e en ions.
Pedagogical
dimension
Deg ee o
pa icipa ion
Teamwo k
Re lec ion on he
di e en poin s o he
wo k
Recogni ion o
knowledge
E alua ion o
knowledge
High
school
Spo science
bachelo
High
school
Spo science
bachelo
High
school
Spo science
bachelo
High
school
Spo science
bachelo
High
school
Spo science
bachelo
N
5
5
5
5
5
5
5
5
5
5
A e age
3.80
3
4
2.80
3.60
3.20
3.60
2.60
4
3.40
SD
0.45
0.70
0
1.10
0.55
0.45
0.55
1.34
0
0.9
Min.
3
2
4
1
3
3
3
1
4
2
Max.
4
4
4
4
4
4
4
4
4
4
O iginal a icle. E alua ing uni e si y spo science s uden s' pe cep ions ollowing a se ice-lea ning
in e en ion in high schools. Vol. 11, n.º 2; p. 1-13, Ap il 2025.
h ps://doi.o g/10.17979/spo is.2025.11.2.11505
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Table 3. O ganiza ional dimension esul s o he pe cep ions o uni e si y (spo science bachelo )
and high school s uden s a e se ice-lea ning in e en ions.
O ganiza ional
dimension
Collabo a ion be ween
cen e s
Consolida ion o cen e s
Consolida ion o en i ies
High school
Spo science
bachelo
High school
Spo science
bachelo
High school
Spo science
bachelo
N
1
5
1
5
1
5
A e age
4
3.60
3
3
2
3.20
SD
-
0.55
-
0.70
-
0.84
Min.
4
3
3
2
2
2
Max.
4
4
3
4
2
4
Figu e 1 summa izes bo h indi idual and g oup esul s, e lec ing a high
sa is ac ion in all assessed domains.
Figu e 1. Summa y o g oup and indi idual esul s o basic, pedagogical and o ganiza ional
dimension o bo h uni e si y and high school s uden s.
Reliabili y and consis ency o he high school s uden s assessing hei own
pe o mance is p esen ed in Table 4.
O iginal a icle. E alua ing uni e si y spo science s uden s' pe cep ions ollowing a se ice-lea ning
in e en ion in high schools. Vol. 11, n.º 2; p. 1-13, Ap il 2025.
h ps://doi.o g/10.17979/spo is.2025.11.2.11505
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Table 4. Resul s o he eliabili y and consis ency showed by high school s uden s measu ing hei
own pe o mance in biomechanical es s.
Tes
CV
ICC
C onbach´s α
Hand g ip Righ
10.7 ± 12.0
0.47
0.57
Hand g ip Le
8.3 ± 7.3
0.71
0.81
G ip Fo ce Max.
16.7 ± 17.2
0.47
0.78
G ip RFD
37.5 ± 42.9
0.04
0.37
CMJ
5.8 ± 3.3
0.94
0.99
Squa Jump
3.7 ± 2.1
0.95
0.98
D op Jump
3.6 ± 1.9
0.97
0.99
CMJ Abalako
2.2 ± 2.5
0.97
0.98
CV = coe icien o a ia ion; ICC = In aclass coe icien o co ela ion; RFD = a e o
o ce de elopmen ; CMJ = coun e mo emen jump.
Discussion
The p esen s udy aimed o e alua e he pe cep ions o bo h high school s uden s
and uni e si y s uden s in a se ice-lea ning se ing, pa icula ly wi hin he con ex o
eaching and lea ning biomechanics. The esul s demons a ed posi i e pe cep ions om
bo h g oups, as can be seen in almos all dimensions showing a e age alues o e 3 ou
o 4 poin s. Speci ically, high school s uden s epo ed e y a o able pe cep ions o
hei se ice-lea ning expe ience, showing ha he p ojec signi ican ly enhanced hei
unde s anding o complex biomechanical concep s such as jumping, s eng h, and
speed. This is consis en wi h s udies in o he subjec a eas, whe e se ice-lea ning has
been shown o acili a e mo e p o ound lea ning by engaging s uden s and lea ne s in
p ac ical asks ha equi e hem o apply heo e ical knowledge. Fo example, a me a-
analysis by Conway e al. (Conway e al., 2009) in he social con ex ound mode a e
changes o academic ou comes, small o pe sonal ou comes and ci izenship ou comes,
and in be ween o social ou comes. This e eals ha se ice-lea ning has i s bes e ec
o academic pu poses. The e o e, his al e na i e me hodology should be employed in
educa ional con ex s wi h he p ima y aim o inc easing s uden s’ academic
pe o mance. Howe e , ou s udy shows ha s uden s employing his me hodology ha e
a g ea deg ee o sa is ac ion. In his con ex , es ablishing connec ions be ween
uni e si y and high schools as pe o med in ou s udy could be highly bene icial o
O iginal a icle. E alua ing uni e si y spo science s uden s' pe cep ions ollowing a se ice-lea ning
in e en ion in high schools. Vol. 11, n.º 2; p. 1-13, Ap il 2025.
h ps://doi.o g/10.17979/spo is.2025.11.2.11505
9
bo h g oup o s uden s. Fu he mo e, Yo io & Ye (Yo io & Ye, 2012) epo ed in a
me a-analysis ha high school s uden s in en i onmen al science cou ses who
pa icipa ed in se ice-lea ning p ojec s no only e ained mo e con en bu also
de eloped a s onge sense o esponsibili y owa d he subjec ma e . This shows ha
se ice-lea ning, independen ly o he subjec ma e , could be success ully applied,
since i has demons a ed wo king in e y di e en subjec s and in e y di e en
lea ning en i onmen s.
In he con ex o biomechanics, his s udy sugges s ha he p ac ical applica ion
o he concep s augh by uni e si y s uden s con ibu ed o he high school s uden s'
abili y o e ain and apply knowledge. This is suppo ed by he eliabili y and
consis ency sco es in he s uden s' sel -assessmen s, whe e hey showed a high deg ee o
accu acy in e alua ing hei own pe o mance in biomechanical asks. This is in line
wi h esea ch in o he disciplines, wi h some s udies e ealing ha s uden s in ol ed in
se ice-lea ning p ojec s ac oss a ious subjec s displayed imp o ed academic
ou comes, inc eased ci ic engagemen , and enhanced pe sonal g ow h (Celio e al.,
2011). These bene i s we e especially p onounced in se ings whe e s uden s could
di ec ly apply wha hey had lea ned o eal-wo ld si ua ions, making he lea ning
p ocess mo e angible and engaging (Celio e al., 2011). The ad an ages o se ice-
lea ning can be ob ained e en wi h echnological de ices in he educa ional p ocess (Jia
e al., 2018; Waldne e al., 2012), which is essen ial gi en he cu en en i omen in
which echnology is p esen in day- o-day s uden s’ li e (Alma zooq e al., 2020; Pecci
e al., 2024), especially a e he COVID-19 pandemic (Alma zooq e al., 2020; To es
Ma ín e al., 2021). Anyway, he high le el o sa is ac ion epo ed by uni e si y
s uden s in his s udy can be a ibu ed o he ac i e lea ning componen s inhe en in
se ice-lea ning. Ac i e lea ning, as opposed o passi e lea ning, has been shown o
enhance s uden engagemen , imp o e e en ion o in o ma ion, and os e a sense o
esponsibili y owa d he ma e ial being lea ned (B ingle e al., 2010; Scales e al.,
2000). This s udy demons a es ha he bene i s o se ice-lea ning could be op imized
i he se ice is o e ed o o he membe s o he educa ional communi y (i.e., lowe
educa ion le els such as high school s uden s). Despi e se ice-lea ning usually in ol es
membe s ou o he educa ional communi y o people a isk o social exclusion (Chi a-
