Introduction

This article characterises the learning and teaching styles of the students and the teaching staff in the Bachelor's Degree in Kinesiology by identifying the learning styles of 124 students and the teaching styles of 21 members of the teaching staff of this degree course, with the aim of proposing educational strategies that contribute to the pedagogical model of the university and to improve the teaching and learning process.

Subjects and methods

The Honey-Alonso learning styles questionnaire was utilised, and the results were described using the general scale of preference in learning styles of Alonso et al. and students’ scores according to their academic level. The teaching styles were explored by means of the teaching styles questionnaire, validated for Chile.

Results

Students’ learning styles differ according to their academic level, and are predominantly theoretical-pragmatic in the third year and active-reflective in the fourth and fifth years. The teaching styles were preferably formal and functional and favour reflective and pragmatic learning styles.

Conclusions

The authors estimate that the modifications of the learning styles are due to the characteristics of the curriculum and the characteristics of the teaching styles before and after the third year. From the results, they will propose, for consideration by the department, teaching strategies that contribute to teaching and optimise the quality of the teaching and learning process of the students of this degree course.

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