INCLUSION OF ACTIVE METHODOLOGIES IN UNIVERSITY HIGHER EDUCATION STUDENTS

What can teachers do to encourage the transfer of learning in university students? Use active methodologies where the student has an active role in their learning. The objective of this study is to include the use of different participatory methodologies in the process of teaching collective sports and assess the students' opinions about them. Prospective study with an intervention of 8 months during the 2018-2019 academic year in the subject of the second collaborative-opposition Collective Sports course of the Degree in Physical Activity and Sports Sciences of the University of Zaragoza (n = 47). In the subject, four sports modalities are developed using different participatory teaching methodologies. Volleyball: observational in pairs and reciprocal. Basketball: by groups of between six and eight students. Handball: by groups of between eight and ten students. Soccer: individualized. At the end of the course a questionnaire is filled in to know the degree of satisfaction about the different methodologies applied. A mixed quantitative and qualitative methodology, quantitative data given in mean, standard deviation, frequency and percentage and qualitative data opinion of the students have been used. Inferential statistics through Student's T for independent samples and establish if there are statistical differences (p<0.05) between sex. Data analyzed through the statistical package SPSS 26.0. The results show that throughout the course the assessment is decreasing with respect to the methodologies used, obtaining an average of 3.60 +/- 1.11. The highest average was achieved by the observational peer methodology used in volleyball (4.11 +/-,78) and the lowest was the group methodology used in handball (3.19 +/- 1.03), with significant differences between sex. 53.02% indicated that they would remove the methodology applied in handball, 45.5% of men and 71.4% of women.