Influencia de la educación deportiva sobre la respuesta motivacional del alumnado de bachillerato: Una perspectiva de género (Influence of sport education on high school students’ motivational response: A gender perspective)
DOI:
https://doi.org/10.47197/retos.v37i37.70880Keywords:
modelos basados en la práctica, modelos pedagógicos, motivación, teoría de la auto-determinación, teoría de metas de logro (models-based practice, pedagogical models, motivation, self-determination theory, achievement goal theory)Abstract
El objetivo de la presente investigación fue analizar el impacto de la Educación Deportiva sobre la motivación del alumnado de bachillerato, considerando la influencia del género. Los participantes fueron 75 estudiantes de bachillerato (38 chicos y 37 chicas; Medad = 16.75, DTedad = 0.87) de tres clases de educación física, quienes completaron medidas sobre regulación motivacional, metas de logro 2x2 y metas sociales al inicio y final de la intervención. El programa de intervención basado en la Educación Deportiva incluyó 12 sesiones de 55 minutos, dos veces por semana en horario regular de educación física. Los resultados del MANOVA 2x2 mostraron un aumento significativo en motivación intrínseca, regulación integrada, identificada e introyectada, así como, en las metas de aproximación-maestría, metas de responsabilidad y de relación. Se encontraron disminuciones significativas en desmotivación, metas de aproximación-rendimiento y evitación-maestría. En cuanto al género, se encontraron cambios significativos en la regulación identificada entre los alumnos y alumnas en el post-test. Se hallaron cambios significativos en regulación identificada, metas de aproximación-maestría y metas de responsabilidad en los alumnos entre el pre-test y el post-test. Las alumnas mostraron cambios significativos en regulación introyectada, desmotivación, metas de evitación-maestría y, metas de responsabilidad y relación. En su conjunto, la Educación Deportiva es un modelo pedagógico que favorece la adecuada respuesta motivacional del alumnado de bachillerato en su proceso de enseñanza-aprendizaje deportivo en la clase de educación física.
Abstract. This research aimed to analyse the impact of Sport Education on high school students’ motivation, considering the effect of gender. The participants were 75 high school students (38 boys and 37 girls, Mage = 16.75, SDage = 0.87) from three physical education classes who completed measures on behavioural regulation, 2x2 achievements goals and social goals in the beginning and the end of the intervention. The intervention programme under Sport Education conditions included twelve 50-minutes lessons, twice per week in regular physical education schedule. The results derived from 2x2 MANOVA showed a significant increase in intrinsic motivation, integrated, identified, and introjected regulation, as well as, mastery-approach goals, and responsibility and relationship goals. There was also a significant decrease in amotivation, performance-approach goals and mastery-avoidance goals. With respect to gender, there were significantly differences in identified regulation between male and female students at post-test. Significantly changes were also found in identified regulation, mastery-approach goals and responsibility goals in male students between pre-test and post-test. Instead, there were significantly changes in introjected regulation, amotivation, mastery-avoidance goals, and responsibility and relationship goals. As a whole, Sport Education is a pedagogical model that promotes the high school students’ adequate motivational response in their sport teaching-learning process in physical education class.
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