Research seedbeds in sport and health: a student perspective
DOI:
https://doi.org/10.15517/5rak1360Keywords:
learning process, research program, researcher training, higher educationAbstract
Research seedbeds, structured extracurricular groups dedicated to early research training, represent a key strategy for scientific literacy and the development of research competencies in undergraduate students in sports and health programs. This document functions as a practical management guide: it presents a conceptual framework grounded in inquiry-based learning and peer mentoring models; proposes a four-level participation structure with clearly differentiated roles and expected outcomes; describes a six-phase annual formative cycle; and synthesizes the motivations, challenges, and proposals that emerge from the student experience. The guide integrates current evidence on undergraduate research programs, identifies structural barriers and opportunities, and outlines concrete recommendations for institutional sustainability. The central argument is that research seedbeds should be understood not merely as extracurricular activities but as strategic axes for the professionalization of the sports-health field, capable of fostering scientific thinking, critical capacity, and ethical commitment beyond strict technical training.
Downloads
References
Arango Montes, R., y Gómez-Giraldo, J. S. (2021). Experiencias de los Semilleros de Investigación de la Universidad de Antioquia Seccional Oriente. UNIPLURIVERSIDAD, 21(1), 1–17. https://doi.org/10.17533/udea.unipluri.21.1.05
Brew, A., y Mantai, L. (2017). Academics' perceptions of the challenges and barriers to implementing research-based experiences for undergraduates. Teaching in Higher Education, 22(5), 551–568. https://doi.org/10.1080/13562517.2016.1273216
Gallardo Cerón, B. N., y Duque-Castaño, D. S. (2025). Semilleros de investigación como espacio de reconocimiento de personas con altas capacidades. Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 20(2), 1–22. https://doi.org/10.11600/rlcsnj.20.1.4962
Healey, M., y Jenkins, A. (2009). Developing undergraduate research and inquiry. The Higher Education Academy.
Lopatto, D. (2010). Science in solution: The impact of undergraduate research on student learning. Council on Undergraduate Research.
Osborne, J., y Collins, S. (2001). Pupils' views of the role and value of the science curriculum: A focus-group study. International Journal of Science Education, 23(5), 441–467. https://doi.org/10.1080/09500690010006518
Quintero-Corzo, J., y Molina, A. (2008). Semilleros de investigación: una estrategia para la formación de investigadores. Educación y Educadores, 11, 31–42.
Rojas-Valverde, D. (2023). Two decades of research in human movement science in costa rica: future growth and development. Pensar en Movimiento: Revista de Ciencias del Ejercicio y la Salud, 21(1), e54629. https://doi.org/10.15517/pensarmov.v21i1.54629
Saavedra-Cantor, C. J., Muñoz-Sánchez, A. I., Antolínez-Figueroa, C., Rubiano-Mesa, Y. L., y Puerto-Guerrero, A. H. (2015). Semilleros de investigación: desarrollos y desafíos para la formación en pregrado. Educación y Educadores, 18(3), 391–497. https://doi.org/10.5294/edu.2015.18.3.2
Seymour, E., Hunter, A.-B., Laursen, S. L., y DeAntoni, T. (2004). Establishing the benefits of research experiences for undergraduates in the sciences. Science Education, 88(4), 493–534. https://doi.org/10.1002/sce.10131
Topping, K. J. (2005). Trends in peer learning. Educational Psychology, 25(6), 631–645. https://doi.org/10.1080/01443410500345172
Villalba Cuéllar, J. C., y González Serrano, A. (2017). La importancia de los semilleros de investigación. Prolegómenos, 20(39), 9–10.
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press.
Willison, J., y O'Regan, K. (2007). Commonly known, commonly not known, totally unknown: A framework for students becoming researchers. Higher Education Research y Development, 26(4), 393–409. https://doi.org/10.1080/07294360701658609
