Based on the Bologna Process guidelines, current educational models lay stress on competence-based learning. This process is characterised, amongst other things, by developing a more autonomous type of student work, as well as by an increased use of information and communication technologies (ICTs). Seeking to achieve that aim, university lecturers are looking for more collaborative and participatory teaching-learning systems, where the student has a main role. In this respect, students must make decisions during the teaching-learning process about what, how, how much and when to learn; in other words, students should be able to regulate their motivation towards this process by themselves.

In the specific field of Physical Activity and Sport, numerous authors have defended the theories in which students take advantage of collaborative methodologies to develop more autonomous behaviours and communication skills (Fernández-Río, 2006; Fraile, 2006; Grineski, 1996; Hargreaves, 2005; Johnson, 2004; Slavin, 1990; Vernetta, Gutiérrez-Sánchez, López-Bedoya & Ariza, 2013). As for gymnastic and acrobatic skills, both collaborative strategies and the utilisation of learning recording tools (observation sheets, self-assessment and co-assessment cards…) will most probably help students obtain more significant learning, with greater responsibility too, as has already been shown in a wide variety of studies (Dyson, Griffin & Hastie, 2004; Vernetta, López-Bedoya & Delgado, 2009; Vernetta, López-Bedoya & Robles, 2009). Furthermore, the recording instruments (video cameras, mobile telephones…) that students use as tools to observe and assess their own learning may favour self-regulating behaviours in their training (Azevedo, Guthrie & Seibert, 2004; Wilson, 1997).

Assessment is also an aspect within the teaching-learning process about which the teaching staff are concerned, and which has been the study object of many works in the Physical Education field (Delgado, 1991; Hernández, Velázquez, Alonso & Castejón, 2004; López et al., 2007; Mosston & Ashworth 1993). In tune with participatory methodologies, it is our conviction that the assessing process must also be oriented towards more highly formative and collaborative assessment systems which can help achieve a more autonomous type of learning by university students. Self-assessment and co-assessment (inter-group assessment) have been suggested in various studies not only as means that encourage students to become directly involved in the perception of their educational evolution but also as systems contributing to reach a higher degree of development, both in social terms and as far as autonomy and responsibility are concerned (Fraile, 2006; López et al., 2007; Slavin, 1990; Vernetta et al., 2013).

The lack of autonomy in our university students’ learning, reflected and not obtained with the use of conventional learning situations leads us to think about the possibility of enhancing our teaching through the incorporation of more participatory and cooperative methods based on technological instruments that could reinforce the learning of these competences.

Therefore, this work has as its aim to present the pilot study carried out with a group of first-year students from the Grade Science of Physical Activity and Sport at the University of Alicante (Spain). The project sought to determine the usefulness of self-assessment and co-assessment in the teaching-learning of gymnastic and acrobatic skills. In this sense, observation as an instrument for the collection of information and the subsequent analysis of what has been observed appears as an essential element in the process. Similarly, the utilisation of technological devices such as video cameras and mobile phones –the latter within reach of most students nowadays– becomes an activity-facilitating element.

Finally, students will critically reflect on the method followed by their lecturers, identifying what they see as strengths and weaknesses of the whole process.

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