Abstract
The purpose of this study was to investigate the impact of an instructional approach based on three teaching models (direct instruction, peer-teaching and cooperative learning) in the development of athletes' declarative knowledge in Artistic Gymnastic. Data were obtained from a questionnaire applied to 53 female participants divided in an experimental group (28) and a control group (25) with ages between 9 and 12 years old. The results showed that experimental group increased significantly in the declarative knowledge, independently of the athletes' skill level, unlike the control group that showed no evolution. These results enhance the importance of combining different teaching models in order to improve the effectiveness of Artistic Gymnastic training process.
KEYWORDS
Gymnastic; Teaching; Training; Declarative knowledge