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El proyecto de investigacion de mas rango cientifico y con los mayores recursos dedicados al estudio de la educacion escolar en el Programa Marco de la Union Europea: INCLUD-ED, muestra que las practicas de las escuelas de exito en Europa estan en la linea del enfoque dialogico del aprendizaje. En un centro educativo donde el alumnado pertenece a 36 nacionalidades diferentes, se propone la implantacion de formas dialogicas de organizacion en el aula como los grupos interactivos. El objetivo del presente estudio fue analizar el tipo de agrupacion en el aula mediante grupos interactivos para comprobar, por un lado, su impacto sobre la motivacion y la satisfaccion de las necesidades psicologicas basicas en el ejercicio, y por otro, en que medida influyen estos grupos interactivos sobre el aprendizaje teorico. Para esto, 113 participantes en la asignatura de Educacion Fisica de tercero y cuarto de Educacion Secundaria Obligatoria recibieron dos clases mediante organizaciones diferentes del aula, una organizacion tradicional (TRAD) a modo de grupo de control y otra de grupos interactivos (GIN) respectivamente. Se evaluo el grado de satisfaccion de las necesidades psicologicas basicas en el ejercicio, el grado de motivacion y la adquisicion de conocimientos teoricos especificos de la asignatura. Los resultados muestran tanto mejoras a nivel de conocimientos teoricos, como una mayor satisfaccion de las necesidades psicologicas basicas en el ejercicio y motivacion intrinseca de GIN frente a TRAD. Abstract . The research project with the highest scientific rank and the greatest resources dedicated to the study of school education in the European Union's Framework Programme: INCLUD-ED, shows that the practices of successful schools in Europe are in line with the dialogical approach to learning. In an educational school where  students belong to 36 different nationalities, the implementation of dialogical forms of organization in the classroom, such as interactive groups, is proposed. The present study aimed to analyze the type of grouping in the classroom through interactive groups in order to check, on the one hand, their impact on motivation and the satisfaction of basic psychological needs, and on the other hand, to what extent these interactive groups influence theoretical learning. For this purpose, 113 participants in the subject of Physical Education, from third and fourth year of Compulsory Secondary Education, received two classes through different classroom organizations: a traditional organization (TRAD) as a control group, and with interactive groups (GIN), respectively. The degree of satisfaction of basic psychological needs, the degree of motivation, and the acquisition of specific theoretical knowledge of the subject were evaluated. The results show both improvements in theoretical knowledge and greater satisfaction of basic psychological needs and intrinsic motivation of GIN compared to TRAD.

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Los grupos interactivos en Educación Física: Una experiencia docente en Educación Secundaria (Interactive Groups in Physical Education: A Teaching Experience in Secondary Education)