Subjective attitudinal perception of students from secondary level establishments towards physical education teachers
DOI:
https://doi.org/10.47197/retos.v50.97785Keywords:
perception, physical education teachers, high school student, questionnaire.Abstract
The perception of the physical education class by the students is an important factor because depending on how the students perceive these experiences, certain beliefs or evaluations will be generated, which influence the attitude to face these bodily experiences each time they To present themselves. 176 students (14.74 ± 0.68), belonging to private subsidized establishments in the Coronel commune. The objective of this research is to analyze the subjective attitudinal perception of secondary school students towards PE teachers. To evaluate the attitudinal perception of the students towards the physical education teacher, a modification of the questionnaire of attitudes of schoolchildren towards physical education was used. In the results of the positive attitudes, it can be indicated that the students valued the item "Strongly agree" more in the question "My physical education teacher knows a lot", in the negative attitudes the question "My physical education teacher physical education raises their voice frequently" was the highest percentage in the item "Strongly agree" . In the comparative analysis between men and women for the positive perception I report (p = 0.63) and negative (p = 0.10). In the analysis by age for the positive scale (p = 0.01), for the negative scale (p = 0.25). The students observed mostly positive attitudes and very few negative ones in the physical education teacher, without observing differences between men and women, in the ages differences were reported in the positive and negative attitudes of the teacher, informing that the students with more age more critically evaluate the positive and negative attitudes of the PE teacher.
Keywords: perception, physical education teachers, high school student, questionnaire.
References
Bahamondes Acevedo, V., Flores Ferro, E., Maureira Cid, F., Vargas Vitoria, R., Gavotto Nogales, O., Véliz Véliz, C., & Aravena Garrido, C. (2021). Percepciones de los estudiantes de Educación Física sobre el desempeño del profesorado Perceptions of Physical Education students on teacher performance. Retos, 40, 180–185. https://doi.org/https://doi.org/10.47197/retos.v1i40.82160
Blanco, H., Mayorga-Vega, D., Blanco, J., Peinado, J., & Jurado, P. (2019). Motivación hacia la clase de educación física en preadolescentes mexicanos y españoles. Retos, 36, 216–219. www.retos.org
Brislin, R. (1970). Back-translation for cross-cultural research. Jorunal of Croos-Cultural Psychology, 1(3), 185–216. https://doi.org/https://www.proquest.com/openview/2e0bf92e51ff7e66f378ec44fd3766b1/1?pq-origsite=gscholar&cbl=18750&diss=y
Cádiz Chacón, P., Barrio, L., Valladares, D., Hernández, Á., Milla, M., & Sotomayor Fernández, M. (2021). Motivación contextual desde la autodeterminación en las clases de Educación Física Contextual motivation from self-determination in physical education classes. Retos, 41, 88–94. https://doi.org/https://doi.org/10.47197/retos.v0i41.80998
Cárcamo, J. (2012). El profesor de Educación Física desde la perspectiva de los escolares. In Estudios Pedagógicos XXXVIII, No (Vol. 1). https://doi.org/http://dx.doi.org/10.4067/S0718-07052012000100006
Carcamo-Oyarzun, J., Wydra, G., Hernandez-Mosqueira, C., & Martinez-Salazar, C. (2017). Actitudes hacia la educación física: Grados de importancia y conformidad según escolares de Chile y Alemania. Una mirada intercultural. Retos, 32, 158–162.
Carcamo-Oyarzun, J., Wydra, G., Hernández-Mosqueira, C., Peña-Troncoso, S., Martínez-Salazar, C., Lowry, H., & Flatau, H. (2020). La utilidad de Educación Física según escolares de Alemania y Chile. Cadernos de Pesquisa, 50(175), 96–111. https://doi.org/10.1590/198053146232
Cea Morales, S., Véliz Véliz, C., Aravena, C., & Maureira, F. (2014). Percepción de los estudiantes de educación física de la UISEK de Chile hacia sus profesores. Cuadernos de Psicología Del Deporte, 14, 23–28. https://doi.org/https://scielo.isciii.es/pdf/cpd/v14n1/art02.pdf
Cotonieto-Martínez, E., Ramón Martínez-García, ;, & Rodríguez-Terán, R. (2021). Reflexiones sobre la educación en tiempos de COVID-19: retos y perspectivas. Revista Saberes Educactivos, 6, 116–127. https://doi.org/https://doi.org/10.5354/2452-5014.2021.60712
Duncan, M., Woodfield, L., Nakeeb, Y. Al, Nevill, A., Duncan, M., Woodfield, L., Nakeeb, Y. Al, Nevill, A., Duncan, M., Woodfield, L., Al-nakeeb, Y., & Nevill, A. (2006). The Impact of Socio ‐ Economic Status on the Physical Activity Levels of British Secondary School Children The Impact of Socio-Economic Status on the Physical Activity Levels of British Secondary School Children. 7120. https://doi.org/10.1080/1740898020070104
Fernández, M., & Espada, M. (2017). Formación inicial y percepción del profesorado sobre los estilos de enseñanza en Educación Física. 31. www.retos.org
Fernández, M., González, M., Toja, B., & Carreiro, F. (2017). Valoración de la escuela y la Educación Física y su relación con la práctica de actividad física de los escolares. Retos, 31(2012), 312–315. https://doi.org/10.47197/RETOS.V0I31.53508
Gálvez, C., Véliz, C., Cea, S., Soto, C., & Soto, H. (2016). Percepción de los estudiantes de primaria hacia sus profesores de educación física en Santiago de chile. Revista Digital de Educación Física, 41, 133–142. https://doi.org/https://dialnet.unirioja.es/descarga/articulo/5558018.pdf
Gaviria, D., & Castejón, F. (2016). La educación física en la voz de los estudiantes de secundaria. Un estudio de caso. Cul-tura_Ciencia_Deporte, 11, 107–118.
Hidalgo, J., & Weise, C. (2021). Gestión y liderazgo del docente frente al proceso enseñanza-aprendizaje en el aula del bachillerato. RECIMUNDO, 5(2), 358–375. https://doi.org/10.26820/recimundo/5.(2).abril.2021.358-375
López-Walle, J., Tristán, J., Tomás, I., Gallegos-Guajardo, J., Gongora, E., & Hernadez-Pozo, M. (2020). Estrés percibido y felicidad auténtica a través del nivel de actividad física. Cuadernos de Psicología Del Deporte, 20(2), 265–270. https://doi.org/https://scielo.isciii.es/pdf/cpd/v20n2/1578-8423-cpd-20-2-0265.pdf
Moreno, J., & Cervelló, E. (2004). Influencia de la actitud del profesor en el pensamiento del alumno hacia la educación física. Revista Internacional de Ciencias Sociales y Humanidades, 1, 33–51. https://doi.org/https://www.redalyc.org/pdf/654/65414102.pdf
Moreno, S., López, D., & Chaverra, B. (2021). La educación física desde la perspectiva de los estudiantes. Un estudio de caso. Ciencias de La Actividad Física UCM, 22(2), 1–12. https://doi.org/http://doi.org/10.29035/rcaf.22.2.7
Ortiz Millán, G. (2016). Isonomía : revista de teoría y filosofía del derecho. Isonomía, 45, 113–139. http://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S1405-02182016000200113
Osorio, L., Vidanovic, A., & Finol De Franco, M. (2021). Elementos del proceso de enseñanza – aprendizaje y su interac-ción en el ámbito educativo. Qualitas Revista Científica, 23(23), 1–11. https://doi.org/10.55867/qual23.01
Pérez-Contreras, J., Bahamonde-Pérez, C., Pardo-Tamayo, C., Merino-Muñoz, P., & Aedo-Muñoz, E. (2022). Valida-ción y fiabilidad del instrumento «escala de percepción de competenciasdocente en educación física en la aten-ción de las personas en situación dediscapacidad». Retos, 43, 931–937. https://doi.org/https://doi.org/10.47197/retos.v43i0.86477
Poblete-Valderrama, F., Linzmayer Gutierrez, L., Castillo, C. M., Garrido Mendez, A., & Rivera, C. F. (2018). Percepción de estudiantes de Pedagogía en Educación Física hacia sus profesores. Retos, 33, 143–147. https://doi.org/https://doi.org/10.47197/retos.v0i33.51934
Ramos-Narváes, A., Coral-Bolaños, J., Villota-López, K., Cabrera-Goméz, C., Herrera- Santa Cruz, J., & Rivera-Porras, D. (2020). Salud laboral en administrativos de Educación Superior: Relación entrebienestar psicológico y satisfacción la-boral. Archivos Venezolanos de Farmacología YTerapéutica, 39(2). https://doi.org/https://www.redalyc.org/articulo.oa?id=55969799016
Sánchez-Molina, A., González-Martí, I., & Hernández-Martínez, A. (2021). Percepción del profesorado de Educación Física sobre el Aprendizaje Cooperativo y su relación con la Inteligencia Emocional. 41, 735–745. https://doi.org/https://doi.org/10.47197/retos.v41i0.86198
Swabey, K., Pullen, D., Getenet, S., & Dowden, T. (2018). Teenagers’ perceptions of teachers: A developmental argu-ment. Australian Journal of Teacher Education, 43(2), 26–38. https://doi.org/10.14221/ajte.2018v43n2.2
Terry, S., & Tucto, S. (2021). Hábitos de estudio y aprendizaje autorregulado en estudiantes universitarios. Revista EDUCA UMCH, 17(1), 121–133. https://doi.org/10.35756/educaumch.202117.167
Urra, B., Fehrenberg, M., Muñoz, M., Matheu, A., & Freundt, A. (2019). Teorías implícitas y modelos de formación sub-yacentes a la percepción de rol del profesor de Educación Física. Retos, 36, 159–166. https://doi.org/https://doi.org/10.47197/retos.v36i36.66532
Whittle, R. J., Telford, A., Benson, A. C., & Benson, A. C. (2015). The ‘ Perfect ’ Senior ( VCE ) Secondary Physical Education Teacher : Student Perceptions of Teacher-related Factors that Influence Academic Performance. 40(8).
Windsor, T., Abbott, M., Cations, M., Howard, A., & Wilton-Harding, B. (2022). Subjective perceptions of age-related gains buffer negative associations of perceived age-related losses with health, well-being, and engagement. International Journal of Behavioral Development, 46(2), 118–124. https://doi.org/10.1177/01650254211039025
Zambrano-Mendoza, G., & Vigueras-Moreno, J. (2020). Rol familiar en el proceso de enseñanza-aprendizaje F. Dominio de Las Ciencias, 6, 448–473. https://doi.org/10.23857/dc.v6i3.1293
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Retos
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and ensure the magazine the right to be the first publication of the work as licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of authorship of the work and the initial publication in this magazine.
- Authors can establish separate additional agreements for non-exclusive distribution of the version of the work published in the journal (eg, to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Is allowed and authors are encouraged to disseminate their work electronically (eg, in institutional repositories or on their own website) prior to and during the submission process, as it can lead to productive exchanges, as well as to a subpoena more Early and more of published work (See The Effect of Open Access) (in English).
This journal provides immediate open access to its content (BOAI, http://legacy.earlham.edu/~peters/fos/boaifaq.htm#openaccess) on the principle that making research freely available to the public supports a greater global exchange of knowledge. The authors may download the papers from the journal website, or will be provided with the PDF version of the article via e-mail.
