Género y motivación situacional en Educación Física: claves para el desarrollo de estrategias de intervención. [Gender and situational motivation in physical education: the key to the development of intervention strategies].

Resumen

Numerosos estudios evidencian que los niveles de actividad física disminuyen en la adolescencia, siendo más pronunciado este descenso entre el género femenino. Por ello, y siguiendo la teoría de la autodeterminación, el objetivo del presente estudio fue analizar la influencia del género en variables motivacionales y consecuencias afectivas y cognitivas a lo largo de diferentes unidades didácticas de Educación Física. En el estudio participaron 66 alumnos (30 varones y 36 mujeres) entre los 15 y 17 años (M edad = 15.29; DT = 0.71). Al finalizar cada unidad didáctica se midieron distintas variables motivacionales situacionales: las necesidades psicológicas básicas (BPNES), la motivación autodeterminada (EMSI), las consecuencias afectivas de diversión y aburrimiento (SSI-EF) y la predisposición hacia la práctica del contenido (PEPS). Los resultados del análisis inter-grupo señalan que las chicas presentan una menor percepción de competencia que los chicos en fútbol sala (p<.001). Sin embargo, las chicas perciben una mayor motivación autodeterminada, diversión y actitud cognitiva en acrosport (p<.001). El análisis intra-grupo muestra en el género masculino valores superiores en las variables motivacionales en el contenido de futbol en comparación con el contenido de acrosport (p<.05). Por el contrario, en el género femenino puntúan más alto en las variables motivacionales en acrosport en comparación con los otros dos contenidos de deportes colectivos de cooperación-oposición (p<.05). En base a ello, se proponen directrices para reorientar el proceso de enseñanza-aprendizaje en estas unidades didácticas, mediante el desarrollo y la implementación de estrategias específicas que permitan incidir en los procesos motivacionales en función del género.

Abstract

recent studies have reported that physical activity levels decrease during adolescence, being more pronounced among females. Therefore, based on the self-determination theory (Ryan & Deci, 2007), the aim of the current study was to analyze the influence of gender on motivational variables and cognitive and affective consequences along different Physical Education didactic units. In this study, 66 students (30 males and 36 females), aged from 15 to 17 years, (M age = 15.29, SD= 0.71), were involved. At the end of the three didactic units different situational motivational variables were measured: basic psychological needs by BPNES, self-determined motivation through the EMSI, affective consequences like enjoyment and boredom using the SSI-EF and predisposition toward the practice of content by PEPS. The results show that girls have a lower perceived competence than boys in soccer (p<.001). However, girls perceive a higher self-determined motivation, enjoyment and a greater cognitive attitude towards acrosport (p<.001). The intra-group analysis shows higher values in soccer content compared to the contents of acrosport in boys (p<.05). On the contrary, girls perceived motivational variables related to acrosport in a positive way compared to the other two contents related to cooperation-opposition sports (p<.05). Therefore, guidelines are proposed to reorient the teaching-learning process in these didactic units, by developing and implementing specific strategies to influence motivational processes based on gender.

http://dx.doi.org/10.5232/ricyde2015.04106

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