Análisis de las guías docentes de Equipamiento e instalaciones deportivas impartidas en la educación superior española

The current Bachelor’s Degree in Physical Activity and Sport Sciences (TU CAFIDE), has undergone several changes over the last decades. Different legislative changes have been consolidating the credits related to the career opportunities of Sports Direction or Management. A total of 28 teaching guides have been analyzed at a national level (14 public universities and 14 private) to know if the contents taught sufficiently qualify the competences of the students for what the organizations of the sector demand. It is a subject considered in 75% of the university’s compulsory, highlighting the structure of 6 credit ECTS (82.1%) and where only one teacher (75%) appears as a professor. The greatest burden in the final grade is on the exam (50-70%), followed by practical works (30-50%) and 28.6% of the universities, value 10% the attendance. The results show that there are differences in the structure, methodology and contents taught in the subject, depending on the type of university (public/private) and its character (compulsory/optional), although these are not significant, except in the course in which it is taught according to its character (p=.009), greater weight of the exam when it is compulsory (p=.017) and differences in some contents taught according to the type of university (p=.020) and character (p=.043). This training should be analyzed and oriented in accordance with the resolution of the General Secretary of Universities on the establishment of recommendations to be followed in the verification reports of this Bachelor’s Degree, in addition to respond to the labor market. El actual Título Universitario oficial de Grado en Ciencias de la Actividad Física y del Deporte (TU CAFIDE), ha sufrido numerosos cambios a lo largo de las últimas décadas. Así como la asignatura de equipamiento e instalaciones deportivas, materia relevante pues puede procurar conocimientos para la optimización de estos recursos. Se han analizado un total de 28 guías docentes a nivel nacional (14 ámbito público y 14 privado) para conocer si los contenidos, metodologías y procesos evaluativos pueden orientar suficientemente en la adquisición de las competencias del alumnado para lo que las organizaciones del sector demandan. Es una asignatura considerada en el 75% de las universidades obligatoria, destacando la carga de 6 créditos ECTS (82,1%) y donde solo un docente (75%) figura como profesor. El mayor peso en la calificación lo tiene la prueba de examen entre un 50-70%, segui