Didactic strategies to improve active participation in Physical Education classes from the self-directed theory

Abstract

This study analyzes the impact of teaching strategies based on self-directed learning theory on students' active participation in physical education classes. A quantitative, descriptive, cross-sectional study was conducted with the participation of 149 eighth-, ninth-, and tenth-grade students from the Luis Roberto Bravo Educational Unit. Two validated instruments were used: the Self-Directed Learning Scale and the Class Participation Questionnaire, both with a Likert-type format. The results indicate that classroom communication is perceived positively, although contextual barriers and varying levels of trust affect participation. Motivation reaches the highest values and is positively associated with participation in physical education, while self-management registers the lowest levels, evidencing a dependence on external factors for learning. Correlations show that students with greater self-management depend less on the context to engage in class, while motivation drives greater engagement in activities. The study highlights the importance of implementing self-directed strategies that strengthen autonomy and learning planning. Future studies could explore specific interventions to improve self-directed learning and evaluate their long-term impact. Incorporating active methodologies in physical education can contribute to greater participation and stronger overall development in students.