Learning experience in the university training of Physical activity and sport pedagogy: a qualitative approach.

Introduction: Current literature lacks studies on the learning experiences of future graduates in Physical activity and sports pedagogy. In order to promote their formation, it is needed to investigate the influence of certain factors on this learning experience, especially in university contexts of middle- and low-income countries.

Objective and Method: The purpose of this study was to explore the ways to acquire knowledge used by students in the Physical activity and sports pedagogy at the University of Cuenca-Ecuador. A qualitative study was conducted involving two teachers and six students. In-depth interviews were carried out using two guides that addressed seven themes: experience, learning processes and strategies, learning styles, difficulties, motivation, and free time. The transcripts were analyzed through open and axial coding, using both inductive and deductive approaches.

Results: Two teachers (with over 12 years of experience), and six students (from the last four academic cycles) identified the following factors influencing learning: i) integrating theoretical knowledge into sports and pedagogical practice, ii) including practical learning that promotes motivation and academic commitment, iii) applying diversified teaching methods adapted to different  students learning styles, iv) generating experiential curricular and extracurricular experiences (e.g., simulating class sessions, practicing sports during free time with university peers). Additionally, a deficiency in reading habits and a limited interest in academic topics were identified, although there was a strong interest in personal topics.

Conclusions: Students learn by incorporating practical learning and experiential experiences, which increases motivation and commitment.This highlights the need to implement training programs that promote study techniques and active teaching methodologies in academic units related to physical education careers. Future studies could avoid the limitations of our study by  incorporating a broader range of perspectives, specifically from academic authorities and students across diverse universities.