Comparative analysis of teaching techniques in the initiation of skating floorball

This study investigates the effects that different didactic techniques (or ways of transmitting information) provoke in physical-sporting performance and in the motivation of subjects who begin the practice of an invasion sport: skating floorball. We used an intergroup design of 75 subjects and to each group we applied different level of treatment: on the one hand, giving the information directly, on the other, urging the discovery through ludic resources, and finally, an intermediate model of juxtaposition of the two previous tendencies. The results show significant differences in favour of the group that did the learning through searching for ludic resources, both in the levels of motivation and the intensity of the effort, and in the performance in a closed test. We found no differences between the groups nor in the taking of decisions nor in their execution during the fame in a real situation although we found some difference in the variable control in favour of the group that combined both techniques.