Exploring experiences of support for autonomy in school Physical Education through a systematic review
DOI:
https://doi.org/10.47197/retos.v51.100356Keywords:
basic psychological needs, key competences, dialogic learning, negotiated curriculum, systematic reviewAbstract
The new Law of Education in Spain recognises the importance of ensuring that all pupils become increasingly competent and confident in skills for life. The main goal of this research is to identify features in experiences related to autonomy support in Physical Education. A systematic review is done in specific published works, taking Web of Science and SCOPUS databases as a reference in the 2016-2021 timeframe. In this analysis a deductive approach is followed, based on the previous identification of five dimensions: topics addressed, theoretical framework, participant’s characteristics, methodology and data collection instruments, as well as the benefits of autonomy support. Results show that almost half of the cases under consideration there is an interest in getting to know the students' intention to transfer physical activity to their everyday life. The prevailing theoretical framework underlying these studies has been the self-determination theory. Most experiences take place in Secondary Education, following a quantitative approach. Autonomy support leads to a decrease in negative behavior and promotes healthy, active lives. As a consequence, special attention is paid to teaching styles that facilitate multidirectionality throughout the process, where the student becomes an active part in a process of negotiated curriculum.
Keywords: basic psychological needs, key competences, dialogic learning, negotiated curriculum, systematic review
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