Deporte extracurricular: examinando el compromiso en relación con variables socioeducativas. (Extracurricular sports: examining commitment to socioeducational variables)
DOI:
https://doi.org/10.47197/retos.v0i29.36900Keywords:
Futbolistas Jóvenes, Centros Educacionales, Modelo de Compromiso Deportivo, Actividades Alternativas (Young football players, Educational Centers, Sport Commitment Model, Alternative Activities)Abstract
El presente estudio tuvo como objetivo identificar las diferencias en el compromiso deportivo entre centros educacionales (municipales, particular subvencionado, particulares) y escuelas de fútbol. Los participantes fueron 913 jugadores de fútbol entre 10 y 14 años (M: 12.2 DT: 1.3). Los instrumentos utilizados fueron las versiones en español del Sport Commitment Questionnaire – SCQ-e – y un cuestionario sociodemográfico. A partir de los resultados y análisis de significación, se pudo apreciar la existencia de diferencias en los factores potenciadores del compromiso donde los establecimientos públicos o municipales mostraron menores índices que los otros grupos. En esta línea, en aquellos factores que se asocian negativamente al compromiso, este tipo de establecimiento educacional mostró mayores índices. Estos resultados permiten reflexionar a acerca de los programas impartidos y proponer intervenciones considerando la realidad socioeducativa y las consecuencias que pueden generar.
Abstract. The present study aimed to identify possible differences in sport commitment between types of institutions, either educational (municipal, subsidized private, private) or football programs. Participants were 913 soccer players between 10 and 14 years (M: 12.2 SD: 1.3). The instruments used were the Spanish versions of the Sport Commitment Questionnaire – SCQ-e - and a sociodemographic questionnaire. From the results and analysis of significance, it was observed that there are differences in the factors enhancing commitment where public or municipal schools had lower rates than other groups. Likewise, regarding those factors that are negatively associated with commitment, this type of educational institution showed higher rates. These results allow to reflect about the programmes delivered and propose interventions considering the socio-educational reality and the consequences that may result.
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