Impacto de um programa de intervenção baseado na teoria da autodeterminação nas necessidades psicológicas básicas, na intenção de ser fisicamente ativo e na satisfação com a vida de estudantes do ensino médio: estudo longitudinal
DOI:
https://doi.org/10.47197/retos.v56.103825Palavras-chave:
motivación; educación física; COVID-19; actividad física; intervención; programaResumo
Baseado na Teoria da Autodeterminação (TDS), este estudo, realizado ao longo de um ano, analisou os efeitos de um programa de intervenção educacional na motivação, satisfação com a vida e interesse pela aptidão física em estudantes durante a pandemia de COVID-19. Participaram do estudo 114 estudantes do ensino médio (Idade = 17,18, DP = 1,05), que seguiu um desenho unidimensional de medidas repetidas de um grupo. Os alunos passaram por duas iterações do programa baseado em TAD, uma que não incluiu a pandemia (T2) e outra que incluiu (T3). Os dados foram coletados por meio de questionários de autorrelato validados que foram administrados antes (T1) e depois da intervenção (T2, T3). Os resultados mostraram que o programa de intervenção conseguiu não só manter os níveis motivacionais de competência e relacionamento no que diz respeito à Educação Física (EF), mas também melhorou os níveis de autonomia; mantiveram níveis de interesse em serem fisicamente ativos e satisfação com a vida. Além disso, o programa reduziu as diferenças iniciais de género no interesse em ser fisicamente activo e na necessidade de relacionamentos. Por fim, os resultados não evidenciaram diferenças estatisticamente significativas entre os sexos após as intervenções realizadas (T2, T3). Em conclusão, estes resultados sublinham o sucesso do programa na consecução do seu objectivo geral de promover a motivação intrínseca e a satisfação com a vida através da educação física, adaptando-se eficazmente aos desafios colocados pela pandemia.
Palavras-chave: Teoria da Autodeterminação, Educação Física, COVID-19, atividade física, Intervenção, satisfação com autonomia.
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