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.v37i37.70880Palavras-chave:
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)Resumo
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.
Referências
Araujo, R., Mesquita, I., & Hastie, P. A. (2014). Review of the status of learning in research on Sport Education: Future research and practice. Journal of Sports Science and Medicine, 13(4), 846–858.
Burgueño, R., Medina-Casaubón, J., Morales-Ortiz, E., Cueto-Martin, B., & Sáchez-Gallardo, I. (2017). Sport education versus traditional teaching: Influence on motivational regulation in high school students. Cuadernos de Psicologia Del Deporte, 17(2), 87–98.
Calderón, A., Hastie, P. A., & Martínez-de-Ojeda, D. (2010). Learning to teach sport education: Initial experience in elementary education. CCD.Cultura_Ciencia_Deporte, 6(5), 169–181. doi:10.12800/ccd.v5i15.103
Calderón, A., Martínez-de-Ojeda, D., & Hastie, P. A. (2013). Students and teachers’ perception after practice with two pedagogical models in physical education. RICYDE. Revista Internacional de Ciencias Del Deporte, 32(9), 137–153. doi:10.5232/ricyde2013.03204
Casey, A., & MacPhail, A. (2018). Adopting a models-based approach to teaching physical education. Physical Education and Sport Pedagogy, 23(3), 294–310. doi:10.1080/17408989.2018.1429588
Chu, T. L., & Zhang, T. (2018). Motivational processes of sport education among high school students: A systematic review. European Physical Education Review, 24(3), 372–394. doi:10.1177/1356336X17751231
Cuevas, R., García-López, L. M., & Serra-Olivares, J. (2016). Sport education model and self-determination theory: An intervention in secondary school children. Kinesiology, 48(1), 30–38.
Elliot, A. J., & McGregor, H. (2001). A 2 x 2 achievement goal framework. Journal of Personality and Social Psychology, 80(3), 501–519. doi:10.1037/0022-3514.80.3.501
Evangelio, C., Sierra-Díaz, J., González-Víllora, S., & Fernández-Río, J. (2018). The sport education model in elementary and secondary education: A systematic review. Movimento, 24(2), 931–946. doi:10.22456/1982-8918.81689
Fernández-Río, J., Méndez-Giménez, A., & Méndez-Alonso, D. (2017). Efects of two instructional approaches, sport education and direct instruction, on secondary education students’ psychological response. SPORT TK, 6(2), 9–20.
Ferriz, R., González-Cutre, D., & Sicilia, A. (2015). Revision of the perceived locus of causality scale (PLOC) to include the measure of integrated regulation in physical education. Revista de Psicologia Del Deporte, 24(2), 329–338.
Ferriz, R., González-Cutre, D., Sicilia, Á., & Hagger, M. S. (2016). Predicting healthy and unhealthy behaviors through physical education: A self-determination theory-based longitudinal approach. Scandinavian Journal of Medicine and Science in Sports, 26(5), 579–592. doi:10.1111/sms.12470
Field, A. (2017). Discoring statistics using IBM SPSS Statistics (5th ed.). London: SAGE Publications.
Gil-Arias, A., Harvey, S., Cárceles, A., Práxedes, A., & Del Villar, F. (2017). Impact of a hybrid TGfU-sport education unit on student motivation in physical education. PLoS ONE, 12(6), 1–17. doi:10.1371/journal.pone.0179876
Guan, J., McBride, R. E., & Xiang, P. (2006). Reliability and validity evidence for the Social Goal Scale-Physical Education (SGS-PE ) in high school settings. Journal of Teaching in Physical Education, 25(226), 226–238. doi:10.1123/jtpe.25.2.226
Guan, J., Xiang, P., McBride, R., & Bruene, A. (2006). Achievement goals, social goals, and students’ reported persistence and effort in high school Physical Education. Journal of Teaching in Physical Education, 25(1), 58–74. doi:10.1123/jtpe.25.1.58
Hastie, P. A., & Casey, A. (2014). Fidelity in models-based practice research in sport pedagogy: A guide for future investigations. Journal of Teaching in Physical Education, 33(3), 422–431. doi:10.1123/jtpe.2013-0141
Hastie, P. A., Martínez de Ojeda, D., & Calderón, A. (2011). A review of research on Sport Education: 2004 to the present. Physical Education and Sport Pedagogy, 16(2), 103–132. doi:10.1080/17408989.2010.535202
Hastie, P. A., Sinelnikov, O., Wallhead, T., & Layne, T. (2014). Perceived and actual motivational climate of a mastery-involving sport education season. European Physical Education Review, 20(2), 215–228. doi:10.1177/1356336X14524858
Hastie, P. A., & Wallhead, T. (2016). Models-based practice in physical education: The case for sport education. Journal of Teaching in Physical Education, 35(4), 390–399. doi:10.1123/jtpe.2016-0092
Hicks, L. (1996). Social goals in early adolescence: Development, gender, and schooling as contexts. University of Michigan, USA.
Knowles, A., Wallhead, T., & Readdy, T. (2018). Exploring the synergy between sport education and in-school sport participation. Journal of Teaching in Physical Education, 37(2), 113–122. doi:10.1123/jtpe.2017-0123
Lochbaum, M., Jean-Noel, J., Pinar, C., & Gilson, T. (2017). A meta-analytic review of Elliot’s (1999) hierarchical model of approach and avoidance motivation in the sport, physical activity, and physical education literature. Journal of Sport and Health Science, 6(1), 68–80. doi:10.1016/j.jshs.2015.07.008
Martínez de Ojeda, D., Puente-Maxera, F., & Méndez-Giménez, A. (en prensa). Motivational and social effects of a multiannual sport education program. Revista Internacional de Medicina y Ciencias de La Actividad Física y El Deporte.
Medina-Casaubón, J., & Burgueño, R. (2017). Influence of a sport education season on motivational strategies in high school students: A Self-Determination Theory-based perspective. E-Balonmano.Com: Journal of Sport Science, 13(2), 153–166.
Méndez-Giménez, A., Fernández-Río, J., & Méndez-Alonso, D. (2015). Sport education model versus traditional model: Effects on motivation and sportsmanship. Revista Internacional de Medicina y Ciencias de La Actividad Física y Del Deporte, 15(59), 449–466. doi:10.15366/rimcafd2015.59.004
Moreno, J. A., González-Cutre, D., & Sicilia, A. (2007). Metas sociales en las clases de educación física. Análisis y Modificación de Conducta, 33, 351–368.
Moreno, J. A., González-Cutre, D., & Sicilia, Á. (2008). Metas de logro 2 x 2 en estudiantes españoles de Educación Física. Revista de Educación, 347(Septiembre-Diciembre), 299–317.
Nicholls, J. G. (1989). The competitive ethos and democratic education. Cambridge, MASS: Harvard University Press.
Perlman, D. J. (2012). The influence of the Sport Education Model on amotivated students’ in-class physical activity. European Physical Education Review, 18(3), 335–345. doi:10.1177/1356336X12450795
Perlman, D. J., & Caputi, P. (2017). Examining the influence of Sport Education on the precursors of amotivation. European Physical Education Review, 23(2), 212–222. doi:10.1177/1356336X16643921
Perlman, D. J., & Karp, G. G. (2010). A self-determined perspective of the sport education model. Physical Education and Sport Pedagogy, 15(4), 401–418. doi:10.1080/17408980903535800
Puente-Maxera, F., Méndez-Giménez, A., & Martínez de Ojeda, D. (2018). Modelo de educación deportiva y dinámica de roles. Efectos de una intervención sobre las variables motivacionales de estudiantes de primaria. CCD.Cultura_Ciencia_Deporte, 13(39), 281–290. doi:10.12800/ccd.v1i1.1149
Ryan, R. M., & Deci, E. L. (2017). Self-Determination Theory: Basic psychological needs in motivation, development, and wellness. New York, NY: Guilford Publications. doi:10.7202/1041847ar
Siedentop, D. (1994). Sport Education: Quality PE through positive sport experiences. Champaign, IL: Human Kinetics.
Siedentop, D. (2002). Sport education: A retrospective. Journal of Teaching in Physical Education, 21(4), 409–418. doi:10.1123/jtpe.21.4.409
Siedentop, D., Hastie, P. A., & van der Mars, H. (2011). Complete guide to sport education (2nd ed.). Champaign, IL: Human Kinetics.
Siedentop, D., Hastie, P. A., & van der Mars, H. (en prensa). Complete guide to sport education (3rd ed.). Champaign, IL: Human Kinetics.
Sinelnikov, O. A. (2009). Sport education for teachers: Professional development when introducing a novel curriculum model. European Physical Education Review, 15(1), 91–114. doi:10.1177/1356336X09105213
Sinelnikov, O. A., & Hastie, P. A. (2010). A motivational analysis of a season of Sport Education. Physical Education and Sport Pedagogy, 15(1), 55–69. doi:10.1080/17408980902729362
Sinelnikov, O. A., Hastie, P. A., & Prusak, K. A. (2007). Situational motivation during seasons of sport education. ICHPER-SD Research Journal, 2(1), 43–47.
Spittle, M., & Byrne, K. (2009). The influence of sport education on student motivation in physical education. Physical Education and Sport Pedagogy, 14(3), 253–266. doi:10.1080/17408980801995239
Sun, H., Li, W., & Shen, B. (2017). Learning in physical education: A self-determination theory perspective. Journal of Teaching in Physical Education, 36(3), 277–291. doi:10.1123/jtpe.2017-0067
Van den Berghe, L., Vansteenkiste, M., Cardon, G., Kirk, D., & Haerens, L. (2014). Research on self-determination in physical education: Key findings and proposals for future research. Physical Education and Sport Pedagogy, 19(1), 97–121. doi:10.1080/17408989.2012.732563
Viladrich, C., Angulo-Brunet, A., & Doval, E. (2017). A journey around alpha and omega to estimate internal consistency reliability. Annals of Psychology, 33(3), 755–782. doi:10.6018/analesps.33.3.268401
Wallhead, T. L., Garn, A. C., & Vidoni, C. (2013). Sport Education and social goals in physical education: relationships with enjoyment, relatedness, and leisure-time physical activity. Physical Education and Sport Pedagogy, 18(4), 427–441. doi:10.1080/17408989.2012.690377
Wallhead, T. L., & Ntoumanis, N. (2004). Effects of a Sport Education intervention on students’ motivational responses in physical education. Journal of Teaching in Physical Education, 23(1), 4–18. doi:10.1123/jtpe.23.1.4
Downloads
Publicado
Como Citar
Edição
Secção
Licença
Autores que publicam nesta revista concordam com os seguintes termos:
- Autores mantém os direitos autorais e assegurar a revista o direito de ser a primeira publicação da obra como licenciado sob a Licença Creative Commons Attribution que permite que outros para compartilhar o trabalho com o crédito de autoria do trabalho e publicação inicial nesta revista.
- Os autores podem estabelecer acordos adicionais separados para a distribuição não-exclusiva da versão do trabalho publicado na revista (por exemplo, a um repositório institucional, ou publicá-lo em um livro), com reconhecimento de autoria e publicação inicial nesta revista.
- É permitido e os autores são incentivados a divulgar o seu trabalho por via electrónica (por exemplo, em repositórios institucionais ou no seu próprio site), antes e durante o processo de envio, pois pode gerar alterações produtivas, bem como a uma intimação mais Cedo e mais do trabalho publicado (Veja O Efeito do Acesso Livre) (em Inglês).
Esta revista é a "política de acesso aberto" de Boai (1), apoiando os direitos dos usuários de "ler, baixar, copiar, distribuir, imprimir, pesquisar, ou link para os textos completos dos artigos". (1) http://legacy.earlham.edu/~peters/fos/boaifaq.htm#openaccess
