Revista de Educación,
Motricidad e Investigación
Análisis del Ultimate Frisbee en Educación Primaria
a través del Modelo de Educación Deportiva
Analysis of Ultimate Frisbee in Primary Education through the
Sports Education Model
Llanos-Muñoz, R.
Grupo de Investigación de Análisis Comportamental de la Educación Física y del Deporte
(ACEFYDE). Facultad de Formación del Profesorado, Universidad de Extremadura, España.
https://orcid.org/0000-0003-4961-9376
Acedo-Castela, A.
Grupo de Investigación de Análisis Comportamental de la Educación Física y del Deporte
(ACEFYDE). Facultad de Formación del Profesorado, Universidad de Extremadura, España.
https://orcid.org/0009-0007-0285-0630
López-Gajardo, M. A.
Educación Física y Promoción de la Actividad Física (EFYPAF). Facultad de Ciencias de la Salud
y del Deporte, Universidad de Zaragoza, España.
VOL. 21 (2023)
ISSN 2341-1473 pp. 66-91
https://doi.org/10.33776/remo.vi21.7700
Abstract:
Physical Education (PE) teachers can positively influence
students’ overall development through their teaching ac-
tivities, achieving a more physically active youth society
that adopts healthy lifestyle habits and has a more su-
pportive attitude towards their peers, teachers and fami-
lies. This study aims to develop a didactic proposal in PE
for Ultimate Frisbee through the Sports Education Model
(SEM). The intervention is designed for 80 students in the
5th year of Primary Education, aged 10 and 11 years, who
belong to four schools in Cáceres. For this purpose, a
learning situation has been designed comprising a total
of 9 classes, which will be carried out by the timetable
of the SEM. In addition, given the characteristics of the
pedagogical model, students will be given sufficient au-
tonomy to be the protagonists of their learning. With this
didactic proposal, it is expected that students will increa-
se their motivation levels, participate actively during PE
classes, become involved both behaviorally and emotio-
nally and improve their perception of the subject and the
practice of physical activity (PA) in their free time.
Keywords:
Students, Physical Education, pedagogical model, auto-
nomy.
Fecha de recepción: 19 de abril de 2023
Resumen:
El profesorado de Educación Física (EF) puede influir a
través de la acción docente de manera positiva en el de-
sarrollo integral del alumnado, consiguiendo una socie-
dad juvenil más activa físicamente, que adopte hábitos
saludables de vida y tenga una postura más solidaria con
sus iguales, profesorado y familias. El objetivo de este
estudio es elaborar una propuesta didáctica en EF del
Ultimate Frisbee a través del Modelo de Educación De-
portiva (MED). La intervención está diseñada para 80 es-
tudiantes de 5º año de Educación Primaria, cuyas edades
comprenden los 10 y 11 años, pertenecientes a cuatro
escuelas de la ciudad de Cáceres. Para ello, se ha diseña-
do una situación de aprendizaje que comprende un total
de 9 clases, las cuales serán llevadas a cabo de acuerdo
con la temporalización del MED. Además, dadas las ca-
racterísticas del modelo pedagógico, se dotará al alum-
nado de la autonomía suficiente para ser protagonista de
su aprendizaje. Con la presente propuesta didáctica se
espera que el alumnado aumente sus niveles de motiva-
ción, tenga una participación activa durante las clases de
EF, se implique tanto conductual como emocionalmente
y mejore su percepción hacia la materia y hacia la prácti-
ca de actividad física (AF) en su tiempo libre.
Palabras claves:
Estudiantes, Educación Física, modelos pedagógicos,
autonomía.
Fecha de aceptación: 25 de julio de 2023
Análisis del Ultimate Frisbee en Educación
Primaria a través del Modelo de Educación
Deportiva
Analysis of Ultimate Frisbee in Primary Education
through the Sports Education Model
Llanos-Muñoz, R.
Grupo de Investigación de Análisis Comportamental de la
Educación Física y del Deporte (ACEFYDE). Facultad de
Formación del Profesorado, Universidad de Extremadura, España.
https://orcid.org/0000-0003-4961-9376
Acedo-Castela, A.
Grupo de Investigación de Análisis Comportamental de la
Educación Física y del Deporte (ACEFYDE). Facultad de
Formación del Profesorado, Universidad de Extremadura, España.
https://orcid.org/0009-0007-0285-0630
López-Gajardo, M. A.
Educación Física y Promoción de la Actividad Física (EFYPAF).
Facultad de Ciencias de la Salud y del Deporte,
Universidad de Zaragoza, España.
https://doi.org/10.33776/remo.vi21.7700
[ 68 ]
1. Introduction Martínez-Álvarez (2000) and Torrebadella-Flix (2017) deduced that there was a general undervalua-
tion trend towards the subject of Physical Education (PE). This was due to initial conceptual uncer-
tainties and curricular contradictions. Therefore, it is necessary to raise awareness of the true purpo-
se and objectives of this area of education. Kirk (2005) identified PE as a major subject in the overall
educational development of school-age students. You just have to pay a little attention to verify that
the continuous practice of physical activity (PA) is beneficial for physical, cognitive and social deve-
lopment in the stage known as childhood. Due to this, it is necessary for the continuous recycling of
pedagogical models, methodologies, and educational resources that are used to teach this subject
in schools to help students to become interested in the practice of PA and stop to see the subject of
PE as unnecessary.
The results obtained through the Perseo Program (2007) determine that it is necessary to practice
PA at school age, not only to reduce body fat, improve muscle strength and endurance, reduce the
chances of suffering anxiety, positively develop physical self-concept, among other benefits, but it is
also a key factor to improve behavior in different areas of life and relationships with other peers. If at-
tention is paid to the benefits mentioned, both by the Perseo Programme (2007) and by Kirk (2005),
which brings PA to school-age students, it can be observed that the positive development of the
essential values that a human being must possess for his cognitive and social development is also
implicitly included, this will be analyzed later. The reflections of these authors lead to think about the
need to make several changes regarding the way of teaching the area of PE to meet their true ob-
jectives. This renewal began through the incorporation of teaching strategies and styles (Martínez,
2013; Mosston & Ashworth, 2002). From this new perspective, so-called “teaching models” began
to emerge (Fielder, 1973; Martínez, 2013). After the “teaching models” appeared, the so-called “cu-
rricular models”, the “instructional models” and, finally, the “pedagogical models” gradually burst in.
Metzler (2005, 2017) determined that a teaching model is based on the joint idea of different lear-
ning theories, various topics, structures, class control strategies, evaluation of all aspects and learning
strategies and styles. As expressed by Metzler (2005, 2017) among other authors, the way of impar-
ting the area of PE has evolved from the point of view that takes the teacher as the most important
factor in the process of learning to the perspective that considers students as the real protagonists
of this process and focuses on enhancing their learning and the acquisition of values and attitudes
necessary for their life. Indeed, knowledge and research on teaching methods have been increa-
sing over time, thus achieving scientific and practical knowledge that greatly helps to improve the
quality of the intervention of the PE teacher. Fernández-Río et al. (2016) collect the most well-known
pedagogical models that are currently used in PE, for this they classify them into two types: (1) Basic
pedagogical models: Cooperative Learning (Fernández-Río & Méndez-Giménez, 2014; Johnson &
Johnson, 1994), Sports Education Model (SEM, Siedentop, 1994; Siendetop et al., 2019), Teaching
Games for Understanding (TGfU; Bunker & Thorpe, 1982; Lodewyk, 2015) and Personal and Social
Responsibility (Gordon & Doyle, 2015; Helisson, 1990) (2) Emerging pedagogical models: Adven-
ture Education (Hattie et al., 1997) Physical Literacy (Almond & Whitehead, 2012; Whitehead, 2010),
Attitudinal Style (Pérez-Pueyo, 2016), Ludotechnical Model (Valero & Conde, 2003) Self-construc-
tion of materials (Fernández-Río & Méndez-Giménez, 2014) and Health Education (Aguarales et al.,
2015; Haerens et al., 2011).
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The didactic proposal that has been designed is based on the pedagogical model of SEM because
it offers the appropriate structure so that students can develop physical and social skills and acquire
important values for their present and future.
Sports Educational Model
Siedentop (1994) and Siedentop et al. (2019) define SEM as a curriculum way of teaching that arises
to stimulate, during PE classes, authentic sports practice experiences. These experiences allow all
students to have the same opportunities. Siedentop, with the proposal of this pedagogical model,
sought to give a turn to PE classes. Gutiérrez-Díaz and García-López (2008) argue that the basic con-
cept is that the sports experience of children, outside of school, is greater than the sports experiences
in school. On the one hand, there is the environment outside the school in which students have the
opportunity to know the different phases of the season of a competition of a certain sport (preseason,
season and finals), the different roles that exist within this environment (players, coaches, referees...),
the periodic dynamics of training and the different types of environments that can occur. On the
other hand, the school’s environment, in which everything is reduced to learning tasks, which usually
require high technical practice and a game. Therefore, and as defended by Siedentop et al. (2019),
the fundamental objective of this model is to educate students to be players in its broadest sense
and help them develop as athletes competent, trained, and enthusiastic. It is important to note that
“Sports Education employs small learning groups throughout the season, called teams, and has been
described as student-centred learning” (Alexander et al., 1998, p.94). The fundamental aspects of
SEM indicated by Siedentop et al. (2019) are: (1) Season. The didactic unit that is organized by appl-
ying this type of pedagogy must be considered as a sports season, which will have to cover a conside-
rable number of sessions (minimum eight sessions and maximum fourteen sessions). Fernández-Río
et al. (2016) defend that this season is divided into four phases: (a) Practice phase organized by the
teacher, who directs the class through direct instruction and assignment of tasks for approximately
three or four sessions; (b) Autonomous student practice phase, where students work independently
in groups and assume the roles designated above. This phase has an approximate duration of five or
six sessions; (c) Official competition phase, where students apply the skills acquired in the previous
phases, usually this phase is developed in one or two sessions; and (d) Final recognition or celebra-
tion phase, time that is used to recognize and reward the skills learned during the rest of phases.
To this end, different learning activities are organized and diplomas are awarded. This phase only
lasts one session. (2) Affiliation. This aspect is one of the most important in Sport Education. At the
beginning of the didactic unit, the students are distributed into different teams that will remain fixed
during all the sessions that the teaching unit lasts. Teams must be created in a heterogeneous way in
terms of different traits such as gender or skill level. In addition, it is important to stimulate the feeling
of belonging to a team, this can be done by encouraging students to choose the team’s name, the
motto, create a shield, anthem or any element with which the members of the team feel identified,
distinguish themselves from the other teams and strengthen their ties. (3) Official competition. In the
calendar of the season will be distributed different matches, that do not last long, between the diffe-
rent teams formed at the beginning of the didactic unit. With the establishment of different official
matches, students will be better organized and aware of the improvements that each component of
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the team has, this will motivate them not to lose interest in the sport that is practised and will enjoy
the complete practice of physical activity. (4) Data recording. It is necessary to record scores, attitudes,
training, or any other element that is essential to dynamize the structure of the pedagogical model of
Sport Education. It is important not to reserve points only for matches but should be rewarded based
on more factors such as positive attitudes, display of values, originality when naming the team, and
fair play...This is intended so that all teams can get points even though they do not win many games,
so all students will retain interest and motivation during the development of the entire teaching unit.
(5) Final event. The tournaments of various sports disciplines end with a grand final or cohabitation in
which teams come back together to compete, deliver prizes or diplomas and enjoy the sport and the
relationships created both with their teammates as with the rest of the groups, apart from the results
obtained in the competition. (6) Festivity. Every sport has followed an atmosphere and festive spirit
and fun, it is this atmosphere that motivates, makes enjoy and unites the players involved with the
followers of this sport. All students must have a good time and be entertained.
In addition to the previous fundamental aspects by which the pedagogical model of Sports Edu-
cation is characterized, there are other features that according to authors such as Siedentop et al.
(2019), Fernández-Río et al. (2018), Martínez (2013), and Wallhead and O’Sullivan (2005), are es-
sential to carry out the model to perfection: (a) Adaptation to practice: the activities planned in the
development of the didactic unit in which the SEM will be put into practice must be adequately
adjusted to the skills and knowledge that all students possess; (b) Roles: to banish the passive role
that students play within the organization of the class, SEM establishes different roles to give respon-
sibilities to students within the development of the session and they participate more actively. The
autonomy and responsibility of the students are encouraged by the incorporation of this aspect.
Another positive point that this aspect brings is that it gives a greater authenticity to the practice
of school sports. Some of the most common roles used in this pedagogical model are the coach,
physical trainer, referee, material manager, observer, scorer, photographer, etc. Roles can be fixed or
rotating; (3) Fair play: instilling in students this social aptitude is one of the goals of Sport Education.
To achieve this goal, you will have to work a lot with the students because most tend not to put into
practice this skill when talking about competition, one method to achieve it is rewarding players or
teams that demonstrate sportsmanship with extra points, either during training, as in the games or
at any time of the session.
All these aspects will help to give an educational perspective of sport within the school environment
(Fernández-Río et al., 2018). The present didactic proposal is based on the SEM and to carry it out,
the alternative sports modality has been chosen, to give an innovative character to the classes of the
PE area.
Alternative Sports
To specify what alternative sports are, the concept of sport, in general, must first be clarified. Accor-
ding to Olivera (2006), sport shares the idea that this term is indefinable since it is a concept that
comprises a great symbolic complexity, cultural dimension and social reality. In this sense, this au-
thor corroborates the definition of sport made by Cagigal (1981) which maintains that no one has
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been able to define with general acceptance what sport consists of. Having said that, many authors
have tried to specify what sport represents (Chamero-Muñoz & Fraile-García, 2012). For example, a
type of PA which, through participation, organized or otherwise, is aimed at the expression or impro-
vement of physical and mental condition, the development of social relations or the achievement of
results in competitions at all levels.
Parlebas (1988) define the concept of sport is that it is any situation that drives coded confrontation,
called a game or sport by social institutions. Sport is a specific activity of motor emulation that can
have a competitive or recreational nature, in which are valued fundamentally the forms of practice
of physical exercises, to which the individual or group arrives at the improvement of the possibilities
morphofunctional and psychic, arranged by the record, a transcending of itself or the opponent, or
the simple fun and pleasure (Antón, 2001).
Once exposed some definitions, of the multiple that exist, of the term sport, it is observed that seve-
ral common features that characterize sport standout, such as: (1) motor situations; (2) improvement
of the physical and psychic condition of the subject; (3) individual or group format; (4) competitive
or recreational purpose; and (5) development of social skills. On the other hand, it is necessary to
focus attention on educational sports. As with the term sport, for this there is also a multitude of me-
anings and specific characteristics, Corrales (2010) maintains that the characteristics to contribute to
the education and training of students are: to encourage personal autonomy, without discrimination
and participation of all, inculcate the practice of physical-sports activities in leisure time, offer fun
and pleasure in practice, use a process-focused competition, encourage communication, expression
and creativity, establish healthy habits of sports practice, teach to value and respect one’s abilities
and those of others, improve physical condition and basic and specific motor skills, allow reflection
and decision-making. It should always be taken into account what Blázquez (1995) said that main-
tains that the objective is not a sport, but who practices it; not the movement, but the school that
moves; not a sport, but the athlete.
Once the concepts of sport and school or educational sport have been clarified, it is already possi-
ble to specify what alternative sports are, one of the main axes of this educational proposal. To this
end, Robles (2008) provides an explanation of sport that includes all modalities, including alternati-
ve sports: PA where the person develops and manifests a set of movements or voluntary control of
movements, taking advantage of their individual characteristics and/or in cooperation with other/s,
so that you can compete with yourself, the environment or against a/s trying to overcome their limits,
assuming that there are a few rules that must be respected at all times and also, in certain circum-
stances, you can use any type of material to practice.
There are a lot of authors who explain, from their perspective, what alternative sports are. Fierro-Sue-
ro et al. (2017) understand alternative sports as one that differs from the traditional sport by using
materials whose initial function was not physical-sports activities, or even though it was its purpose,
its use is different from the original. On the other hand, Hernández (2007) offers another definition of
this modality: it is a set of sports that, in contrast to commonly accepted conventional models, seek
to achieve a greater participatory character and/or an explicit development of social values, through
regulatory modifications and/or the use of new material.
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After reviewing several articles and publications by different authors, it can be determined that as
stated by Fierro- Suero et al. (2017) all the definitions of alternative sports follow the same idea,
sharing a common nexus and emphasizing aspects such as participation, development of values,
minimum importance to the competitive result, and novel material. Arráez (1995) points out as cha-
racteristics of alternative sports the following: (1) Can be carried out in any installation; (2) It doesn’t
have much difficulty, it involves basic skills; (3) The practice can be carried out by any subject regard-
less of the sex, age or level of skills that the subject possesses; (4) Cooperation and other values are
given more importance than the competition; (5) Materials can be made through crafts.
Ultimate Frisbee through Sport Education Model
Another important pillar of this intervention proposal is the selection of an alternative sport. The
Ultimate Frisbee has been selected for this work. According to Tejada (2010) in 1967 high school
students from Maplewood, New Jersey, created a sport that was played with a frisbee, which one of
them called ultimate, as the maximum sporting experience and since then it has spread throughout
the world. So, you can mark the beginning of this sport around the year 1967, although, before this
year, it would have been brewing, marking the date of the actual creation of a sport is very difficult
because you have to take into account many factors. As Tejada (2010) says, ultimate is a team sport
that combines the skills and abilities of other sports”, some of these sports are football, rugby and
basketball. The Ultimate Frisbee is characterized by being a self-refereed and contactless sport. It
also stands out for being a fairly fast game. Below are some of its most noteworthy peculiarities: Two
teams of seven players compete on a field of play of approximate dimensions to those of a football
field but narrower. At each end of the field, there is an endzone. Each team defends a zone. A goal
is scored if a player picks up a frisbee in the opposite zone. The player with the frisbee is the pitcher.
The pitcher can’t run with the frisbee. The plastic disk, however, moves by passing it in either direc-
tion to a teammate. The defending team takes possession of the frisbee if a pass is not caught by a
player from the pitcher’s team. Then the defending team becomes the attacking team and can try to
score in the opposite zone (FEDV, 2021).
Another important feature, and the essence of this sport, is the spirit of play. According to Tejada
(2010), the spirit of play is the commitment that is made while the game is developed to play without
attacking the other. In addition, it assumes dialogue as the main mediator in cases of misconduct or
sanctions during the game. Tejada (2009) argues that to fulfil this trait, being the sport self-refereed,
players must take responsibility and adopt the role of judges, they must be objective and analyze the
different situations that may occur and claim fouls when they are real. To be able to play this sport
correctly, players must have the spirit of play and fair play in mind, such as knowing all the rules,
avoiding physical contact, and showing a positive and respectful attitude.
Camacho and Ospina (2015) determine the purpose of the Ultimate Frisbee taking as a guide the
types of orientation: educational orientation, recreational orientation and competitive orientation, to
apply it to the Ultimate, because it provides what the players are expected to learn, starting from the
competition, but with a learning vision that allows the healthy development of the game, where it is
understood and accepted that in a good game, the desire for victory should not always prevail. This
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allows the sport to be assumed as support where it is capitalized for life while enjoying it; if practised
safely, health is taken care of through physical exercise; it promotes integral and social development
and helps to promote values in those who practice it because there is no referee in between and the
players themselves must be the judges of their acts.
According to previous studies, Ultimate Frisbee has been applied through the SEM on different oc-
casions, being one of the most predominant invasion sports in the educational context (Guijarro et
al., 2020). Specifically, in the Primary Education stage there are only three school interventions which
relate SEM to Ultimate Frisbee (see Martínez et al., 2016; Méndez-Gimenez & Martínez, 2017; Puen-
te-Maxera et al., 2018). These interventions have managed to achieve significant improvements in
the perception of social climate (Martínez et al., 2016), the intention to be physically active, especially
in girls (Martínez et al., 2016), and improvement in the social integration of students (Puente-Maxera
et al., 2018). In addition, it has been intended to give an innovative vision of the pedagogical model
through the perception of the student body (Méndez-Gimenez & Martínez, 2017; Puente-Maxera et
al., 2018).
Regarding school interventions of Ultimate Frisbee through the SEM in the Secondary Education
stage, the studies conducted by Fernández-Río et al. (2017), Gil-Arias et al. (2017), Gil-Arias et al.
(2020) and Llanos-Muñoz et al. (2022) can be highlighted. In these studies, school interventions
had significant improvements in variables such as intrinsic motivation, autonomy, competence, so-
cial relationships, novelty satisfaction, interest, boredom, social responsibility, behavioral and emo-
tional involvement, teamwork, and perceived gender differences and inequalities in PE (for more
information see Fernández-Río et al., 2017; Gil-Arias et al., 2017; Gil-Arias et al., 2020; Llanos-Mu-
ñoz et al., 2022).
The present study
According to the review by Guijarro et al. (2020), a total of 16 studies have carried out educational
interventions using the SEM in Primary Education PE classes, with higher application in the 5th and 6th
grades. The reason for its application in the higher grades of this stage may be due to the maturity
necessary for students to create and design their training activities that allow better development
of the model (Guijarro et al., 2020). However, it has also been successfully applied in lower grades
of Primary Education (Martínez et al., 2019). Furthermore, regarding the duration of the learning
situation, no study has the duration proposed in this intervention proposal. Therefore, this school
intervention will provide more knowledge about the importance of the duration of educational in-
terventions and their consequences on the students. In addition, to help other PE teachers to carry
out similar interventions, the learning situation to be developed is provided for greater transparency
and understanding of what is intended to be done.
Through this work it is intended to achieve different goals that have as an initial point a proposal
of intervention aimed at the area of PE, the established objectives are the following: (1) Examine in
depth the pedagogical model of Sport Education and analyze different didactic proposals previous-
ly published in which this model is applied. (2) Develop an intervention proposal through the peda-
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gogical model of Sport Education through an alternative sport, specifically the Ultimate Frisbee. (3)
Apply and evaluate this intervention proposal in the future to be able to detect possible weak points
and seek alternatives to correct them.
Design and Participants
This quasi-experimental study will be carried out in Cáceres (Extremadura, Spain). Convenience
sampling will be conducted in one Primary School (Thomas et al., 2011). The participants in this in-
tervention proposal will be students in the 5th year of Primary Education, aged between 10 and 11
years, belonging to four groups of the same school. Thus, the sample will be composed of 80 stu-
dents. All the groups will receive the same intervention proposal and will try to develop it in the same
way, taking into account the educational reality and the differences between classes. The selection
of participants will be done on a purposive basis.
Intervention programme
As for the intervention programme, a total of 9 classes will be carried out, taking into account the
temporalization of the SEM: three classes where the practice is organized by the teacher; three clas-
ses where there is an autonomous practice of students; two classes of competition; and one class for
celebration. The sequential development of these classes according to the title, description, block of
contents, resources (material and spatial), groupings, objectives, and activities divided into the initial
part, main part and final part, as well as their possible variants, can be found in the supplementary
material of this article (Table 1). This didactic proposal has been evaluated by a panel of experts (n =
6) and researchers in the application of pedagogical models in the educational context. The panel
of experts was made up of specialists in the teaching and methodology of PE. For their part, the re-
searchers belonged to the Sports Science and Teacher Training branch, with extensive experience in
the application of didactic units in the educational context. Firstly, to evaluate the agreement among
the six experts in analyzing the didactic unit, the Fleiss Kappa coefficient (Fleiss, 1981) was used, ob-
taining excellent scores (k = 0.84). According to Fleiss (1981), values above .75, values between .61
and .75, and between .40 and .60 are considered excellent, fair to good and poor, respectively. This
coefficient was used because it guarantees the best understanding and agreement among experts
(Fleiss, 1981). In addition, previous contact has been made with the teachers who are likely to teach
the subject of PE in the 5th year of Primary Education.
Methodology
The methodology through which this intervention proposal will be developed, being the main axis
of it, allows the student to participate in their learning building from previous knowledge. Working
with this training offers students the ability to develop their autonomy in a large percentage. In
this line, Gómez-Rijo (2010) defends that when the student is educated to be autonomous, he can
2. Method
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analyze the advantages and disadvantages of each situation and examine which are the possible
situations and which is the most appropriate, all this taking into account the environment in which he
is and the people who are in it.
It should be noted that the main axis which is spoken is the pedagogical model of Sports Edu-
cation, created by Siedentop et al. (2019). As described above, according to Fernandez-Rio et
al. (2016), SEM is proposed as a pedagogical model whose main pillars are teamwork and the
transfer of responsibilities among students to promote their autonomy in the school environment.
In short, it is considered a very active methodology in which the teacher acts as a guide and the
students (divided into small and fixed work groups) acquire the learning through the activities
and exercises proposed by the teacher. The students are free to modify the activities or propose
different ones. To further increase the role of students, they will also be involved in the evaluation,
which is a shared evaluation. On the other hand, throughout the development of the teaching unit,
they will also have to be involved in the evaluation, co-evaluation and self-evaluation, continuous
and formative.
Procedure
During the implementation of this educational proposal, the students of the classes will be divided
into different small groups, each group will be a team. Within each team, there is a role for each
member of the same, the roles and responsibilities of the same are: (1) Coach. Create and modify
activities to improve the skills of the players, instil sports values, raise games and help the physical
trainer; Physical trainer. Plan and direct the warm-up and help the coach in everything necessary;
(3) Referee. Know the rules, be partial and observant; (4) Material Manager. Responsible for taking
care of, collecting and collecting the material in each session by your team; (5) Registrar. Respon-
sible for the team folder, filling out all general documents and assisting the reporter; (6) Reporter.
Record the most important moments or actions of each session and assist the registrar.
In the first session, each group will be given a team sheet in which they name who the members of
each group are and what role they will play. They will also have a short guide about the Ultimate
Frisbee, the competition that will be held and what are the responsibilities of each role. Students
in addition to assuming one of the roles explained, will all exercise the role of player. They will
assume the roles by signing the team agreement. In each session, the trainer will have to fill out
a training sheet with the planned activities, just as the physical trainer will have to fill out a physi-
cal preparation sheet. The student with the role of reporter, at the end of each session, will fill in
the daily news. In a given session a sheet with the rules of the Ultimate Frisbee will be distributed
among the teams so that all students will have a clear what can be done and what cannot be done
in the games to be played. During the development of the teaching unit, different games will be
played. As a pre-season of the competition, they will play one match against each team and in the
season, they will play two matches against each team. During matches, the registrar of the team
that is an observer must fill in the minutes of the match. For more information, see Figure 1.
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FIGURE 1
The school-based intervention of Ultimate Frisbee through SEM
Note. Obtaining measurements from the student will be a secondary aim to provide further insight into the scope of the research.
The present didactic proposal aims to better understand the application of an alternative sport throu-
gh an emerging pedagogical model in the context of Primary Education. As mentioned above, only
three studies have applied Ultimate Frisbee through the MED at this stage. According to the existing
literature, this intervention proposal aims to provide greater didactic knowledge, since it would be
the first intervention carried out at the Primary Education stage in this region. Therefore, we present
an innovative and novel proposal for students from Extremadura, because Ultimate Frisbee is an
alternative sport whose practice is not in great demand and practice in these students.
In line with Martínez et al. (2016) and Méndez-Giménez & Martínez (2017), a quasi-experimental
design by convenience with pretest, posttest and retention measures is presented. However, the
present proposal aims to be applied to a larger student (n = 80) than the interventions carried out
previously whose range of participants was around 20, except for the study by Martínez et al. (2016)
which comprised 51 students. This will provide greater knowledge of the reasons why students can
improve in social, affective and behavioral variables.
In line with Martínez et al. (2016), the roles of the students remain fixed in the development of the
didactic unit. According to the literature, it is not entirely clear that the students report a greater
3. Discussion
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[ 77 ]
benefit if the roles are changed or maintained. It is believed that, depending on the duration of the
didactic unit, those of short duration it is more convenient to maintain the roles because the students
report a higher level of learning since they internalize the assigned roles in a better way (Siedentop
et al., 2019). And for those didactic units of long duration that even alternate different sports, it is
convenient to alternate roles within a team (Siedentop et al., 2019). That is the reason that this didac-
tic proposal aims to provide greater transparency with the supplementary material on what will be
developed in each of the classes of the learning situation.
This proposal aims to help teachers to find strategies to promote constructivist learning at an early
age (Dyson et al., 2004). In this sense, the use of pedagogical models and, specifically, the SEM, will
allow for a balance in the learning process (Robles et al., 2013) and for students to develop physica-
lly, socially and psychologically in an environment where the learning process and the acquisition of
competences are the priority (Guijarro et al., 2020). Through the SEM, teachers adopt a position of
support for student autonomy, favouring decision-making power (Deci & Ryan, 2008), promoting a
positive social bond (Chu & Zhang, 2018) and reducing student demotivation (Manninen & Camp-
bell, 2022). Thus, there have been numerous studies applying this model in the educational context
with positive consequences for students in terms of improved levels of autonomy, motivation, par-
ticipation, social relations and group interaction (Calderón et al., 2013; Chu & Zhang, 2018; Cuevas
et al., 2016; Fernández-Río et al., 2021; García-López et al., 2012; Méndez-Giménez et al., 2015;
Meroño et al., 2013).
For this reason, teachers are urged to promote learning environments that guarantee the inclusi-
veness and equity of students (Llanos-Muñoz et al., 2022). To this end, opting for new sports mo-
dalities that guarantee the simultaneous and heterogeneous participation of boys and girls in the
same team is very important. In this proposal, we refer to Ultimate Frisbee because it has the perfect
characteristics for its development in the educational context, given that it is a sport that works on
cooperation, collaboration, fair-play and in addition, it does not have many practitioners, so there
are usually no differences in terms of technical-tactical parameters among students. In this way, all
pupils have an initial starting level. In short, due to the scarcity of research on school interventions
based on Ultimate Frisbee as an alternative sport in the context of Primary Education through the
SEM, this manuscript allows us to give greater clarity to possible interventions that can be carried
out in the educational context, and thus be able to analyze and evaluate variables that have brought
benefits to the students.
In summary, the school context has become the ideal place to promote values that guarantee a
society that is more supportive of the people around it and that establishes the foundations for de-
veloping positive behaviour towards equal opportunities to practice sports. This will create new ge-
nerations of pupils who will change their perception of PE and PA, prolonging their active lives over
time, adopting healthy lifestyle habits and reducing levels of physical inactivity. This is very important
because there are studies confirm that the adolescence stage is when several sport dropout beha-
viour occurs and there are higher rates of inactivity (Beauchamp et al., 2018; Ceschini et al., 2009).
Hence the importance of generating good habits from an early age.
4. Conclusion
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[ 78 ]
The authors declare no conflict of interest.
This work was supported by the Government of Spain (Ministry of Education, Culture and Sport)
[grant number FPU21/04682].
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5. Competing interests
6. Funding
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Supplementary materials
TABLE 1
Development of the sessions according to goals, contents, materials, groupings and activities carried out during the class.
TTaabbllee 11..
Development of the sessions according to goals, contents, materials, groupings and activities carried out during the class.
Session 1: Let’s meet Ultimate Frisbee
Description
Block of contents
Resources
Familiarization with the documents to be used
during the didactic unit, contact with the frisbee,
introduction to the Ultimate Frisbee, initiation in
releases and receptions of the frisbee.
Block I: Body scheme, abilities, skills and
expression
Block II: Sports, games and health
Block III: Assessment of PE. Fair Play
Team folders, sports court, cones and frisbees
Groupings
Singles, couples and teams
Goals
•
Take on the basics of the Ultimate Frisbee.
• Understand the methodology to follow during the
development of the didactic unit.
• Organize teams and assume designated roles.
• Throw and catch a frisbee.
Contents
Initial Part
Main Part
(1) Introduction of Frisbee Ultimate, brainstorming, division of teams, delivery of folders,
distribution of roles and explanation of the functions of each one, explanation of the
methodology to follow during the development of the sessions and establishment of the
objectives of the class.
(2) By teams, creating a name for the team, inventing a nickname for each player, drawing
the shield and inventing a battle cry.
(3) Brief explanation of the
frisbee toss.
(4) Frisbee passes in pairs
(5) Game of 10 passes with a
frisbee (by teams).
(6) Collection of
material
(7) Final group
discussion
Variants
(1)
Introducing Frisbee Ultimate through a PPT and brainstorming through the Mentimeter app.
(2) Groups of three, four or five students.
(3) Confrontation between teams.
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Session 2: Flying the Frisbee
Description
Block of contents
Resources
Development of the autonomy of the students, the
practice of the different throws and catches of the
frisbee, improvement of the precision
Block I: Body scheme, abilities, skills and
expression
Block II: Sports, games and health
Block III: Assessment of PE. Fair Play
Team folders, task description document, role
assessment sheet, sports court, cones, hoops
and frisbees
Groupings
Singles, couples and teams
Goals
•
Carry out the appropriate warm-up for the activity to be
carried out.
• Perform frisbee throws and receptions in play forms.
• Develop precision in the frisbee throw.
• Objectively analyze the work done by each team
member.
• Care and place the material used correctly
Contents
Initial Part
Main Part
Final Part
(1)
Delivery and explanation of daily tasks
along with the objectives of the class.
(2) Team warm-up, directed by the physical
trainer of each one: (a) Scrolling with frisbees
in different ways; (b) Frisbee throws in
different ways.
(3) Team task “A” - Several cones will be placed, at a
distance of 8 meters, and each player will have to knock
down 1 cone, at least, with the frisbee.
(4) Team task " B” - Throw and reception the frisbee in
pairs.
(5) Task by team’s "C" - Precision shot to hoops hanging
on goals.
(6) Game of 10 passes with a frisbee
(7) Role assessment and collection of
material
Variants
(1) Send assignments to students in advance via email or similar.
(2) Give freedom to the student with the role of physical trainer to perform the exercises that he/she wants to warm up.
(3) Give freedom to the student with the role of coach that varies the distance to modify the difficulty, you can also change this task for
another with the same objective.
(4) To give freedom to the student with the role of coach that varies the groupings or the distance, you can also change this task for
another one with the same objective.
(5) Give freedom to the student with the role of coach that varies the distance or the size of the hoops to modify the difficulty, you can also
change this task for another with the same objective.
(6) Clash between teams.
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Session 3: Learning not to fall
Description
Block of contents
Resources
Development of student autonomy, improvement
of coordination and accuracy, the practice of
launches and receptions and practice of Ultimate
Frisbee.
Block I: Body scheme, abilities, skills and
expression
Block II: Sports, games and health
Block III: Assessment of PE. Fair Play
Team folders, task description document, role
assessment sheet, sports court, cones, fences and
frisbees
Groupings
Singles, couples and teams
Goals
• Carry out the appropriate warm-up for the activity to be
carried out.
• Perform frisbee throws and receptions in play forms.
• Develop precision in launching frisbee on the move.
•
Show interest in the Ultimate Frisbee and analyze which
rules are necessary after an analysis of the sport without
them.
• Objectively analyze the work done by each team
member.
• Care and place the material used correctly.
Contents
Initial Part
Main Part
Final Part
(1)
Delivery and explanation of daily
tasks along with the objectives of the
class.
(2) Team warm-up, directed by the
physical trainer of each one: (a) Scrolling
with frisbees in different ways; (b) Frisbee
throws in different ways.
(3) Team Task “A” - Mini circuit, a player throws the frisbee and
another must overcome a zigzag, jump a fence and receive the
frisbee, when she/he has collected the frisbee will throw to one
of the rings of the goal.
(4) Team Task “B” - Ultimate Frisbee, by teams, without
knowing the rules (the students will know them little by little).
(5) Team Task “C” - Each team forms
a row and individually will throw a
frisbee that will have to reach the
greatest distance possible.
(6) Consensus of rules, assessment of
roles and collection of material.
Variants
(1) Send assignments to students in advance via email or similar.
(2) Give freedom to the student with the role of physical trainer to perform the exercises that he/she wants to warm up.
(3) Give the student freedom with the role of coach to vary the circuit, you can also change this task for another with the same objective.
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Session 4: We need more speed
Description
Block of contents
Resources
Development of students' autonomy, improvement
of reaction speed and accuracy, the practice of
throws and receptions, the practice of Ultimate
Frisbee and learning the rules of this.
Block I: Body scheme, abilities, skills and
expression
Block II: Sports, games and health
Block III: Assessment of PE. Fair Play
Team folders, task description documents, role
assessment sheet, sports court, cones, hoops and
frisbees
Groupings
Singles and teams
Goals
•
Carry out the appropriate warm-up for the activity to be
carried out.
• Perform frisbee throws and receptions in play forms.
• Develop precision in launching frisbee on the move.
• Work reaction speed improving counterattacks and other
moves.
•
Show interest in the Ultimate Frisbee and assume the
rules.
• Analyze objectively the work developed by each
member of the team and work on possible tactics to use
in a match.
• Care and place the material used correctly.
Contents
Initial Part
Main Part
Final Part
(1)
Delivery and explanation of daily tasks
along with the objectives of the class.
(2) Team warm-up, directed by the physical
trainer of each one: (a) Scrolling with frisbees
in different ways; (b) Frisbee throws in
different ways.
(3) Team Task “A” - "Reaction Speed", after a signal made by a team
member, the rest of the players will run a distance of 10 meters at
maximum speed, take a frisbee and try to throw it through a hoop. The
starting positions will change.
(4) Team Task “B” - Ultimate Frisbee, by teams, approach to the rules.
(5) Collective game
Mushroom (soft frisbees).
(6) Role assessment and
collection of material.
Variants
(1) Send assignments to students in advance via email or similar.
(2) Give freedom to the student with the role of physical trainer to perform the exercises that he/she wants to warm up.
(3) Give the student freedom with the role of coach to vary the distances and starting positions, you can also change this task for another
with the same objective.
(5) Add more frisbees to increase the intensity of the game.
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Session 5: A little more speed
Description
Block of contents
Resources
Development of the autonomy of the students,
improvement of the reaction speed and accuracy,
practice of launches and receptions and practice of
Ultimate Frisbee.
Block I: Body scheme, abilities, skills and
expression
Block II: Sports, games and health
Block III: Assessment of PE. Fair Play
Team folders, task description documents, role
assessment sheet, sports court, cones, hoops and
frisbees
Groupings
Singles, couples and teams
Goals
•
Make the appropriate heating to the activity to be
performed.
• Perform frisbee throws and receptions in play forms.
• Develop precision in launching frisbee on the move.
• Working reaction speed improving counterattacks and other
moves.
• Show interest in the Ultimate Frisbee.
• Analyze objectively the work developed by each
member of the team and work on possible tactics to use
in a match.
• Care and place the used material correctly.
Contents
Initial Part
Main Part
Final Part
(1)
Delivery and explanation of daily
tasks along with the objectives of the
class.
(2) Team warm-up, directed by the
physical trainer of each one: (a) Scrolling
with frisbees in different ways; (b) Frisbee
throws in different ways.
(3) Team Task “A” - "Reaction Speed", in each team pairs are made, student
A is placed in front of student B, who must throw the frisbee and the A will
have to catch it as soon as possible. The starting positions will change.
(4) Team Task “B” - Ultimate Frisbee Team A vs. Team B. Winner team 3
points; Loser team 1 point; Tie 2 points each team. Team C shall act as a
recording observer.
(5) Team task “C” –
Precision shot to hoops
hung in goal.
(6) Role assessment
and collection of
material.
Variants
(1) Send assignments to students in advance via email or similar.
(2) Give freedom to the student with the role of physical trainer to perform the exercises that he/she wants to warm up.
(3) Give the student freedom with the role of coach to vary the distances and starting positions, you can also change this task for another
with the same objective.
(5) Give the student freedom with the role of coach to vary the distances, you can also change this task for another with the same
objective.
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Session 6: Bull’s eye!
Description
Block of contents
Resources
Development of the autonomy of the students,
improvement of coordination and accuracy,
practice of launches and receptions and practice of
Ultimate Frisbee.
Block I: Body scheme, abilities, skills and
expression
Block II: Sports, games and health
Block III: Assessment of PE. Fair Play
Team folders, task description documents, role
assessment sheet, sports court, cones, hoops and
frisbees
Groupings
Singles and teams
Goals
•
Carry out the appropriate warm-up for the activity to be
carried out.
• Perform frisbee throws and receptions in play forms.
• Develop precision in the frisbee throw.
• Work on the different types of displacement to incorporate
them in attack and defence situations.
• Show interest in the Ultimate Frisbee.
• Analyze objectively the work developed by each
member of the team and work on possible tactics to use
in a match.
• Care and place the material used correctly.
Contents
Initial Part
Main Part
Final Part
(1) Delivery and explanation of daily tasks
along with the objectives of the class.
(2) Team warm-up, directed by the physical
trainer of each one: (a) Scrolling with frisbees
in different ways; (b) Frisbee throws in different
ways.
(3) Team Task “A” – Game ‘Leads followed’, one player will be chased by the
rest. This player must run away from everyone running, the rest of the group
will try to touch him with the frisbee without throwing him (all will go through
the role of a chased player).
(4) Team Task “B” - Ultimate Frisbee Match Team B vs. Team C. Winner team
3 points; Loser team 1 point; Tie 2 points each team. Team A shall act as
a recording observer.
(5) Collective game
Mushroom (soft
frisbees)
(6) Role
assessment and
collection of
material.
Ultimate Frisbee Team A vs. Team C. Winner team
3 points; Loser team
1
point; Tie 2 points each team. Team B shall act as a recording observer.
Variants
(1) Send assignments to students in advance via email or similar.
(2) Give freedom to the student with the role of physical trainer to perform the exercises that he/she wants to warm up.
(3) Give the student freedom with the role of coach to modify what they want or face in teams, delimit the space, and add more frisbees.
(5) Add more frisbees to increase the intensity of the game.
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Session 7: Let’s compete!
Description
Block of contents
Resources
Development of the autonomy of the
students, improvement of
coordination and accuracy, practice of
launches and receptions and practice of
Ultimate Frisbee.
Block I: Body scheme, abilities, skills and
expression
Block II: Sports, games and health
Block III: Assessment of PE. Fair Play
Team folders, task description documents, role assessment
sheet, sports court, cones, hoops and frisbees
Groupings
Singles and teams
Goals
•
Carry out the appropriate warm-up for the activity to be
carried out.
• Actively participate in playing Ultimate Frisbee, play fair and
respectful games and demonstrate the tactics and techniques
that have been practised.
• Analyze objectively the work developed by each
member of the team and work on possible tactics to use
in a match.
• Care and place the material used correctly.
Contents
Initial Part
Main Part
Final Part
(1) Delivery and explanation of daily tasks along with
the objectives of the class.
(2) Team warm-up, directed by the physical trainer of
each one: (a) Scrolling with frisbees in different ways;
(b) Frisbee throws in different ways.
(3) Exercises by the student with the role of coach of
each team.
(4) Ultimate Frisbee inter-team matches (all teams
will play against all, 10 minutes per game).
(5) Frisbee pass race.
(6) Role assessment and collection of
material.
Variants
(2) Give freedom to the student with the role of physical trainer to perform the exercises that he/she wants to warm up.
(3) Give freedom to the student with the role of coach to perform the exercises that he/she wishes for the pre-game.
(5) Give the student freedom with the role of coach to vary the distances.
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Session 8: Let’s race again!
Description
Block of contents
Resources
Development of the autonomy of the
students, improvement of coordination and
accuracy, practice of launches and receptions
and practice of Ultimate Frisbee.
Block I: Body scheme, abilities, skills and
expression
Block II: Sports, games and health
Block III: Assessment of PE. Fair Play
Team folders, task description documents, role assessment
sheet, sports court, cones, hoops and frisbees
Groupings
Singles and teams
Goals
•
Carry out the appropriate warm-up for the activity to be
carried out.
• Actively participate in playing Ultimate Frisbee, play fair and
respectful games and demonstrate the tactics and techniques
that have been practised.
• Analyze objectively the work developed by each
member of the team and work on possible tactics to use
in a match.
• Care and place the material used correctly.
Contents
Initial Part
Main Part
Final Part
(1) Delivery and explanation of daily tasks along with
the objectives of the class.
(2) Team warm-up, directed by the physical trainer of
each one: (a) Scrolling with frisbees in different ways;
(b) Frisbee throws in different ways.
(3) Exercises by the student with the role of
coach of each team.
(4) Ultimate Frisbee inter-team matches (all teams
will play against all, 10 minutes per game).
(5) Precision shot to hoops hung in
goal.
(6) Role assessment and collection of
material.
Variants
(2) Give freedom to the student with the role of physical trainer to perform the exercises that he/she wants to warm up.
(3) Give freedom to the student with the role of coach to perform the exercises that he/she wishes for the pre-game.
(5) Give the student freedom with the role of coach to vary the distances.
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Session 9: Together we are better!
Description
Block of contents
Resources
Development of the autonomy of the students,
improvement of coordination and accuracy,
practice of launches and receptions and practice of
Ultimate Frisbee.
Block I: Body scheme, abilities, skills and
expression
Block II: Sports, games and health
Block III: Assessment of PE. Fair Play
Team folders, task description documents, role
assessment sheet, sports court, cones, hoops and
frisbees
Groupings
Singles and teams
Goals
•
Carry out the appropriate warm-up for the activity to be
carried out.
• Actively participate in playing Ultimate Frisbee, play fair and
respectful games and teach other colleagues the tactics or
techniques they have put into practice.
• Objectively analyze the work developed among the
whole class.
• Care and place the used material correctly.
Contents
Initial Part
Main Part
Final Part
(1) Delivery and explanation of daily tasks along with
the objectives of the class.
(2) Team warm-up, directed by the physical trainer of
each one: (a) Scrolling with frisbees in different ways; (b)
Frisbee throws in different ways.
(3) Friendly match of Frisbee Ultimate.
(4) Game “Catch the Flag” with the rules of the
Ultimate Frisbee.
(5) Distribution of diplomas and collection of
material.
(6) Final group discussion.
Variants
(2) Give freedom to the student with the role of physical trainer to perform the exercises that he/she wants to warm up.
(3) Divide the students into more or fewer teams or add more frisbees.