Contributions of Teaching Games for Understanding model to student motivation and basic psycho-logical needs
DOI:
https://doi.org/10.47197/retos.v54.99741Keywords:
mixed methods, physical education, pedagogical methods, high school education, Teaching Games for UnderstandingAbstract
Motivation is a key aspect in Physical Education classes, and it provides an in-depth knowledge of the factors that affect it. Moreover, motivation offers teachers keys to introduce changes in their teaching work. This study used a mixed methodological approach to analyse how Teaching Games for Understanding (TGfU) model affects the motivation and basic psychological needs (BPN) of students in the first year of secondary education. The study enrolled 74 and 77 students under a TGfU intervention group and a traditional intervention group, respectively. The Basic Psychological Needs in Exercise Scale adding the five items of satisfaction of the need for novelty from the Novelty Satisfaction Scale and the second version of the Perceived Locus of Causality Scale were administered to measure the different types of motivation and BPN. Focus groups were also carried out to find out the students' experiences of the study variables. The results showed an increase in the four BPN and differences in favour of the intervention group, as well as an increase in intrinsic, integrated and identified motivation, and a decrease in external motivation and demotivation. On the other hand, correlations were found between changes in autonomy and novelty and changes in intrinsic, identified and introjected motivation, as well as between changes in relatedness and changes in intrinsic motivation. The findings found in the focus groups supported the results obtained at the quantitative level and helped to understand the changes.
Key words: mixed methods, physical education, pedagogical methods, high school education, Teaching Games for Understanding
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