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Jesús Mellado Berenguer
Universidad de Valencia
España
https://orcid.org/0000-0002-9631-9715
Rafa Aguilera Mata
Generalitat de Catalunya
España
https://orcid.org/0000-0002-9952-0537
Pepe Vanaclocha Amat
Universidad de Valencia
España
https://orcid.org/0000-0003-0624-1561
Pablo del Val Martín
Universidad de Valladolid
España
https://orcid.org/0000-0002-0474-9305
Vol. 8 Núm. 1 (2022), Artículos Originales, páginas 1-18
DOI: https://doi.org/10.17979/sportis.2022.8.1.8757
Enviado: nov 4, 2021 Aceptado: dic 3, 2021 Publicado: dic 27, 2021
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Resumen

Las redes sociales surgieron como una herramienta de comunicación lúdica, sin embargo, pronto se empezaron a ver otras posibilidades, como el desarrollo profesional, en especial, en el ámbito educativo. La presente investigación tiene como objetivo conocer el impacto que generan las redes sociales en el desarrollo profesional de los docentes y estudiantes de Educación Física y comparar los distintos usos, motivaciones y oportunidades que ofrecen. Para ello se elaboró y se validó un cuestionario que fue respondido por 403 participantes. Los resultados indican que la red social más utilizada para el desarrollo profesional en el ámbito de la Educación Física es YouTube (3,39/5), seguida de Instagram (2,82/5) y Facebook (2,68/5); las principales motivaciones para su uso son el entretenimiento y la ayuda que ofrecen para el desarrollo profesional en la formación docente (36,6% ambos); asimismo, las redes sociales permiten iniciar nuevos proyectos (76,8%), como el desarrollo de unidades didácticas y/o programaciones o la participación en congresos.

Detalles del artículo

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