Impacto de un programa de intervención basado en la teoría de la autodeterminación sobre las necesidades psicológicas básicas, la intención de ser físicamente activo y la satisfacción con la vida de estudiantes de secundaria: Estudio longitudinal (Impact of an intervention program based on self-determination theory on basic psychological needs, intention to be physically active and life satisfaction of high school students: A longitudinal study)
DOI:
https://doi.org/10.47197/retos.v56.103825Palabras clave:
motivación; educación física; COVID-19; actividad física; intervención; programaResumen
Basado en la Teoría de la Autodeterminación (TAD), este estudio, realizado a lo largo de un año, analizó los efectos de un programa de intervención educativa sobre la motivación, la satisfacción vital y el interés por la condición física en estudiantes durante la pandemia de COVID-19. Un total de 114 estudiantes de secundaria participaron en el estudio (Medad=17,18, SD=1,05), que siguió un diseño unidimensional de medidas repetidas en un grupo. Los estudiantes se sometieron a dos iteraciones del programa basado en TAD una que no incluía la pandemia (T2) y otra que sí (T3). Los datos se recopilaron mediante cuestionarios de autoinforme validados que se administraron antes (T1) y después de la intervención (T2, T3). Los resultados mostraron que el programa de intervención consiguió no sólo mantener los niveles motivacionales de competencia y relación con respecto a la Educación Física (EF), sino que también mejoró los niveles de autonomía; mantuvo los niveles de interés por ser físicamente activo y de satisfacción vital. Además, el programa redujo las diferencias iniciales de género en el interés por ser físicamente activo y la necesidad de relación. Por último, los resultados no mostraron diferencias estadísticamente significativas entre sexos tras las intervenciones realizadas (T2, T3). En conclusión, estos resultados subrayan el éxito del programa en la consecución de su objetivo general de fomentar la motivación intrínseca y la satisfacción vital a través de la educación física, adaptándose eficazmente a los retos planteados por la pandemia.
Palabras clave: Teoría de la Autodeterminación, Educación Física, COVID-19, actividad física, Intervención, satisfacción de autonomía.
Abstract. Based on Self-determination Theory (SDT), this study, carried out over a year, analyzed the effects of an educational intervention program on the motivation, life satisfaction and interest in physical fitness in students during the COVID-19 pandemic. A total of 114 high-school students participated in the study (Mage=17.18, SD=1.05), which followed a high-dimensional one-group repeated-measures design. The students underwent two iterations of the SDT-based program: one that did not factor in the pandemic (T2), and another that did (T3). Data was gathered using validated self-reporting questionnaires administered both before (T1) and after the intervention (T2, T3). The results showed that the intervention program managed not only to maintain the motivational levels of competence and relatedness with regards to Physical Education (PE), but also improved levels of autonomy; maintained levels of interest in being physically active and life satisfaction. Moreover, the program reduced the initial gender differences in the interest in being physically active and the need for relatedness. Finally, results did not show statistically significant differences between sex after the interventions carried out (T2, T3). In conclusion, these results underline the success of the program in achieving its general objective of fostering intrinsic motivation and life satisfaction through physical education, effectively adapting to the challenges posed by the pandemic.
Keywords: Self-determination Theory, Physical Education, COVID-19, physical activity, intervention, satisfaction of autonomy.
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