Analysis of skills in risk-perception as a means of preventing injuries in Physical Education lessons

Abstract

This study aims to the analysis of risk perception and prevention skills in future teachers of Physical Education by making a comparative study of both the perceived risk at different teacher’s expertise levels and the risk perception and prevention skills within school practice. A total of 361 people, 202 boys and 159 girls, were included in the study, comprising either 1st and 4th year undergraduate students of Kindergarten and Primary Education studies or graduate teachers of Physical Education with over two years of experience. The research was carried out using two different tools: A “Survey on risk perception” (RPS) and the so-called “Visual check tool for risk perception in teaching practice” (VCTRP). The results do not show major differences in risk perception and prevention among groups, as you might expect from a comparative study between specialized and non-specialized Physical Education groups. A significant finding that can be drawn from the study is that over half of the decisions concerning risk perception and prevention (mostly the latter) have shown to be flawed in prospective teachers. Direct interaction situations show a more effective training while significant gaps are found in preliminary and indirect phases, thus in line with our starting hypothesis.

El estudio tiene como objetivo conocer la competencia de percepción y prevención del riesgo del futuro maestro de Educación Física mediante un estudio comparativo del riesgo percibido en los distintos niveles de formación y especialización del maestro, así como las competencias de percepción y prevención del riesgo en la práctica docente. Participaron 361 sujetos, 202 varones y 159 mujeres, estudiantes de Magisterio en la especialidad de Educación Física y de Educación Infantil de primer y último curso, así como egresados en activo, mediante el uso de dos instrumentos: “Encuesta de percepción del riesgo” (EPR) e “Instrumento de inspección visual sobre competencias en percepción del riesgo en la práctica docente”(InIVCP). Los resultados no muestran diferencias significativas en percepción entre grupos, como cabría suponer al comparar los de la especialidad con otros no especializados. Se detectan graves carencias en competencia en percepción del riesgo en alumnado especialista de último curso, confirmándose la hipótesis inicia