Students and teachers' perception after practice with two pedagogical models in physical education

There is enough quantity of comparative studies about pedagogical models in physical education, which use pre or quasi experimental designs. However, there are no so many of them which use some right typologies for these designs. The purpose of this paper was to compare the students and teachers' perceptions after practice with different pedagogical models (Sport Education and Traditional Style). It was used a simple crossover with randomized groups design, in which it was applied the two levels of the independent variable to the two fifth grade classes under study (n=33). After analyzing the diaries, interviews and drawings, it was found a "methodological inertia" due to a cumulative effect between the two methodologies. This inertia improved in one class, and decreased in the other, the engagement of the students and their teacher in the instructional setting, due to the order of application of each model.