Informe de autoevaluación como herramienta formativa para árbitros de fútbol. Estudio de caso

  1. Recio Moreno, David 1
  2. Feliz Murias, Tiberio 1
  1. 1 Universidad Nacional de Educación a Distancia
    info

    Universidad Nacional de Educación a Distancia

    Madrid, España

    ROR https://ror.org/02msb5n36

Journal:
Research in Education and Learning Innovation Archives. REALIA

ISSN: 2659-9031

Year of publication: 2020

Issue: 25

Pages: 33-53

Type: Article

DOI: 10.7203/REALIA.25.17453 DIALNET GOOGLE SCHOLAR

More publications in: Research in Education and Learning Innovation Archives. REALIA

Abstract

In this article we present the results of an evaluative study of an educational practice that focused on the training of participating referees at an international football tournament. The aim was to provide referees with a self-assessment instrument for analyzing and evaluating their refereeing performances at the tournament. The instrument also provided the teaching team with a source of information for detecting the referees’ daily needs and facilitating dialogical feedback processes in the context of a formative evaluation. Feedback was conducted at training meetings characterized by a participative, interactive and collaborative methodology in which video was used as a fundamental didactic resource. This case study employed a range of complementary methodological, qualitative and quantitative techniques and instruments. We analyzed 371 self-assessment reports produced after the matches by the 28 participating referees and evaluated the usefulness and contributions of the self-assessment tool. We also evaluated the referees’ level of satisfaction with the training proposal by analyzing their responses to a questionnaire and holding discussions with their trainers. The results revealed a high level of satisfaction and acceptance of both the instrument and the methodology developed at the work meetings. They also highlight the value of video content as teaching material, the quality of the feedback received, and the participatory, interactive and collaborative approach adopted at the sessions. This proposal is intended to be transferable to other situations and training contexts.

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  • DOI: https://doi.org/10.7203/realia.25.17453
Data source: Dialnet