Training of research skills in Physical Culture students

Abstract

In the professional training process of the Physical Culture career students, through an exploratory study,  limited development of the investigative skills was identified. These skills are essential for answering and proposing solutions to the problems that arise during their educational process, and later, in their professional practice; in order to address this issue, the main theoretical foundations concerning research skills education were established. Three essential research skills were identified: problematizing, theorizing, and verifying the profession reality. Each skill has its role in the students’ development of these skills, and they are implemented from the integrative subject. This work presents methodological approaches aimed to improve the development of these skills in the students of this career. The planning phase of the teaching-research task is recommended. It involves determining the objective, the organizational methodological guidelines, the contents, the methods, the means, the organization, the evaluation, the approach to the problem situation, and the activities, that is to say, the actions to be developed. After that, the research teaching task implementation phase is suggested to establish the internal logic of the research activity in the teaching process of the Integrating Subject. Then, the details that contribute to the Integrating Project are included. The process ends with the evaluation phase of the research teaching task; one of this task’s characteristics is the transversality, which can be applied in a unit.