Chaves para aprender Educação Física durante o confinamento
DOI:
https://doi.org/10.47197/retos.v43i0.89263Palavras-chave:
Educação Física, Esportes, alunos do ensino médio, COVID-19, competência do professor, competência das necessidades psicológicas, confinamentoResumo
O objetivo deste estudo foi identificar a relação entre a aprendizagem da competência em educação física, a competência dos professores e a motivação dos alunos em quarentena. O objetivo principal da educação física é desenvolver competência em indivíduos fisicamente alfabetizados, com o conhecimento, as habilidades e a confiança necessárias para um estilo de vida fisicamente ativo. Orientado pelas teorias de competência e valor de expectativa e motivação de interesse dos professores. Método: 686 alunos do ensino médio (297 homens e 390 mulheres) de 17 regiões espanholas de diferentes classes sociais e níveis de instrução, forneceram dados sobre crenças de expectativa e conhecimento percebido da competência de aprendizagem de educação física, motivação intrínseca e competência dos professores. Os dados foram analisados por meio de estatística descritiva e modelo de regressão múltipla simultânea. Para determinar o melhor preditor de cada subescala da competência de aprendizagem da educação física, quatro modelos de mediação paralelos foram examinados. Os modelos de mediação foram conduzidos para testar a “mediação simultânea por múltiplas variáveis” Resultados: Verificou-se que a competência do professor foi um preditor significativo da transferência de conhecimento (b = 0,42, se = 0,02, p <0,001), mediada por necessidades psicológicas competência, autonomia e relacionamento. O coeficiente de regressão padronizado para este caminho é 0,42. O efeito indireto total foi significativo (0,17, CI [0,13, 0,21]). Conclusão: Este estudo demonstra que a competência do professor foi um preditor significativo da competência de aprendizagem de educação física mediada pela competência de necessidades psicológicas. As crenças dos alunos sobre o sucesso na educação física têm influência limitada na competência e no saber dos professores atender às necessidades psicológicas básicas dos alunos, em confinamento.
Referências
Aelterman, N., Vansteenkiste, M., den Berghe, L., De Meyer, J., Haerens, L. (2014). Fostering a Need-Supportive Teaching Style: Intervention Effects on Physical Education Teachers’ Beliefs and Teaching Behaviors. J. Sport Exerc. Psychol., 36, 595–609. DOI: 10.1123/jsep.2013-0229
Allinder, R. M. (1994). The relationship between efficacy and the instructional practices of special education teachers and consultants. Teacher Education and Special Education, 17, 86–95.
Ashton, P. T., & Webb, R. B. (1986). Making a difference: Teachers’ sense of efficacy and student achievement. New York: Longman.
Baena-Extremera, A., Granero-Gallegos, A. & Martínez-Molina, M. (2015). Spanish version of the Evaluation of Teaching Competencies Scale in Physical Education of secondary school. Cuadernos de Psicología del Deporte, 15(3), 113-122.
Boletín Oficial del Estado núm. 67, de 14 de marzo de 2020, páginas 25390-25400. Sección I. Disposiciones generales. Disponible en: https:// www.boe.es/eli/es/rd/2020/03/14/463. Consultado 9 Jul 2020.
Burgueño, R., Bonet-Medina, A., Cerván-Cantón, A., Espejo, R., Fernández-Berguillo, F.B., Gordo-Ruiz, F., Linares-Martínez, H., Montenegro-Lozano, S., Ordoñez-Tejero, N., Vergara-Luque, J.J., Gil-Espinosa, F.J. (2021). Educación Física en Casa de Calidad. Propuesta de aplicación curricular en Educación Secundaria Obligatoria. Retos, 39, 787-793. https://doi.org/10.47197/retos.v0i39.78792.
Burton, K.D., Lydon, J.E., D’Alessandro, D.U. and Koestner, R. (2006) ‘The differential effects of intrinsic and identified motivation on well-being and performance: Prospective, experimental, and implicit approaches to selfdetermination theory’. Journal of Personality and Social Psychology 91: 750–62.
Cabello, A., Moyano, M., Tabernero, C. (2018). Procesos psicosociales en Educación Física: actitudes, estrategias y clima motivacional percibido. Retos, 34, 19-24. https://doi.org/10.47197/retos.v0i34.57668.
Cádiz, P., Barrio, L.A., León, D., Hernández, A., Milla, M., Sotomayor, M. (2021). Motivación contextual desde la autodeterminación en las clases de Educación Física. Retos, 41, 88-94. https://doi.org/10.47197/retos.v0i41.80998.
Chang, A. F., Berger, S. E., & Chang, B. (1981). The relationship of student self-esteem and teacher empathy to classroom learning. A Quarterly Journal of Human Behavior, 18(4), 21–25.
Chen, P.; Mao, L.; Nassis, G.P.; Harmer, P.; Ainsworth, B.E.; Li, F. (2020). Coronavirus disease (COVID-19). The need to maintain regular physical activity while taking precautions. J. Sport. Heal. Sci. 9, 103–104.
Cheon, S. H., & Reeve, J. (2015). A classroom-based intervention to help teachers decrease students’ amotivation. Contemporary Educational Psychology, 40, 99–111.
Collie, R.J., & Martin, A.J., (2015). Teachers’ psychological needs, motivation, and autonomy-support: Impacts on students’ growth goals and achievement outcomes. In B. Higgins (Ed). Goal setting and personal development: Teachers' perspectives, behavioral strategies, and impact on performance. New York: Nova Science Publishers.
Collie, R.J., Shapka, J.D., Perry, N.E., & Martin, A.J. (2016). Teachers’ psychological functioning in the workplace: Exploring the roles of contextual beliefs, need satisfaction, and personal characteristics. Journal of Educational Psychology, 108, 788-799. DOI: 10.1037/edu0000088.
Deci, E. L., & Ryan, R. M. (1987). The support of autonomy and the control of behavior. Journal of Personality and Social Psychology, 53, 1024–1037.
Deci, E. L., Nezlek, J., & Sheinman, L. (1981a). Characteristics of the rewarder and intrinsic motivation of the rewardee. Journal of Personality and Social Psychology, 40, 1–10.
Deci, E. L., Schwartz, A. J., Sheinman, L., & Ryan, R. M. (1981b). An instrument to assess adults’ orientations toward control versus autonomy with children: Reflections on intrinsic motivation and perceived competence. Journal of Educational Psychology, 73, 642–650.
Deci, E.L. & Ryan, R.M. (2000) The "What" and “Why” of Goal Pursuits: Human Needs and the Self-Determination of Behavior. Psychological Inquiry 11(4), 227-268.
Den Berghe, L.; Vansteenkiste, M.; Cardon, G.; Kirk, D.; Haerens, L. (2012). Research on self-determination in physical education: Key findings and proposals for future research. Phys. Educ. Sport Pedagog., 19, 97–121. DOI: 10.1080/17408989.2012.732563
European Commission (2001). Making a European area of lifelong learning a reality. Brussels. Retrieved from http://www.bologna-berlin2003.de/pdf/MitteilungEng.pdf
Fierro-Suero, S., Velázquez-Ahumada, N., Fernández-Espínola, C. (2021). La influencia del clima de aula sobre las emociones del alumnado. Retos, 42, 434-442. DOI: https://doi.org/10.47197/retos.v42i0.87305.
Fuchs, L. S., Fuchs, D., & Bishop, N. (1992). Instructional adaptation for students at risk. Journal of Educational Research, 86, 70–84.
Furlong, J., Hirst, P., Pocklington, K., & Miles, S. (1988). Initial teacher training and the role of the school. Buckingham: Open University Press.
Furrer, C., & Skinner, E. (2003). Sense of relatedness as a factor in children’s academic engagement and performance. Journal of Educational Psychology, 95(1), 148–162.
García-Ros, R., & Pérez-González, F. (2011). Validez predictiva e incremental de las habilidades de autorregulación sobre el éxito académico en la universidad. Revista de Psicodidáctica, 16(2), 231-250.
Gargallo, B., Suárez-Rodríguez, J. M., & Pérez-Pérez, C. (2009). El cuestionario CEVEAPEU. Un instrumento para la evaluación de las estrategias de aprendizaje de los estudiantes universitarios. RELIEVE, 15, 2. Retrieved from http://www.uv.es/RELIEVE/v15n2/RELIEVE v15n2_5.htm
Goddard, R. D., Hoy, W. K., & Woolfolk-Hoy, A. (2000). Collective teacher efficacy: Its meaning, measure, and impact on student achievement. American Educational Research Journal, 37, 479–507
Granero-Gallegos, A., Baena-Extremera, A. (2016). Validación española de la versión corta del Physical Education Classroom Instrument para la medición de conductas disruptivas en alumnado de secundaria. CDP, 16, 89–98.: https://www.researchgate.net/publication/304111775
Guay, F., & Vallerand, R. J. (1996). Social context, student’s motivation, and academic achievement: Toward a process model. Social Psychology of Education, 1(3), 211–233.
Guskey, T. R. (1988). Teacher efficacy, self-concept, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education, 4(1), 63–69.
Haerens, L., Aelterman, N., Vansteenkiste, M., Soenens, B., & Van Petegem, S. (2015). Do perceived autonomy-supportive and controlling teaching relate to physical education students' motivational experiences through unique pathways? Distinguishing between the bright and dark side of motivation. Psychology of Sport and Exercise. 16(Part 3), 26–36. http://dx.doi.org/10.1016/j.psychsport.2014.08.013
Haerens, L.; Krijgsman, C.; Mouratidis, A.; Borghouts, L.; Cardon, G.; Aelterman, N. (2019). How does knowledge about the criteria for an upcoming test relate to adolescents’ situational motivation in physical education? A self-determination theory approach. Eur. Phys. Educ. Rev., 25, 983–1001. https://doi.org/10.1177/1356336X18783983
Huang, R.H., Liu, D.J., Tlili, A., Yang, J.F., Wang, H.H., et al. (2020). Handbook on Facilitating Flexible Learning During Educational Disruption: The Chinese Experience in Maintaining Undisrupted Learning in COVID-19 Outbreak. Beijing: Smart Learning Institute of Beijing Normal University.
Krech, P.R.; Kulinna, P., Cothran, D. (2010). Development of a short-form version of the Physical Education Classroom Instrument: Measuring secondary pupils’ disruptive behaviours. Phys. Educ. Sport Pedagog., 15, 209–225. https://doi.org/10.1080/17408980903150121
Lee, A. N., & Nie, Y. (2014). Understanding teacher empowerment: Teachers' perceptions of principal's and immediate supervisor's empowering behaviours, psychological empowerment and work-related outcomes. Teaching and Teacher Education, 41, 67-79. http://dx.doi.org/10.1016/j.tate.2014.03.006
López-Aguado, M. (2010). Diseño y análisis del Cuestionario de Estrategias de Trabajo Autónomo (CETA) para estudiantes universitarios. Revista de Psicodidáctica, 15(1), 77-99
Mallinckrodt, B., Abraham, W. T., Wei, M., & Russell, D. W. (2006). Advances in testing the statistical significance of mediation effects. Journal of Counseling Psychology, 53(3), 372–378. doi:10.1037/0022-0167.53.3.372
Marshik, T., Ashton, P.T. & Algina, J. Teachers’ and students’ needs for autonomy, competence, and relatedness as predictors of students’ achievement. Soc Psychol Educ 20, 39–67 (2017). https://doi.org/10.1007/s11218-016-9360-z
McAllister, G., & Irvine, J. J. (2002). The role of empathy in teaching culturally diverse students: A qualitative study of teachers’ beliefs. Journal of Teacher Education, 53(5), 433–443.
Midgley, C., Feldlaufer, H., & Eccles, J. (1989). Student/teacher relations and attitudes toward mathematics before and after the transition to junior high school. Child Development, 60, 981–992
Moreno-Murcia, J.A., González-Cutre, C., Chillón, M., & Parra, N. (2008). Adaptación a la educación física de la escala de las necesidades psicológicas básicas en el ejercicio. Revista Mexicana de Psicología, Vol. 25, 2, 295-303.
Moreno-Murcia, J.A., Huéscar, E. & Ruíz, L. (2018). Capacidad predictiva del apoyo a la autonomía en clases de educación física sobre el ejercicio físico. Revista Latinoamericana de Psicología 51(1), 30-37 Doi: http://dx.doi.org/10.14349/rlp.2019.v51.n1.4
National Association for Sport and Physical Education (2008). Comprehensive School Physical Activity Programs. Reston, VA: National Association for Sport and Physical Education.
Niemiec, C.P. & Ryan, R.M. (2009). Autonomy, competence, and relatedness in the classroom Applying self-determination theory to educational practice. Theory and Research in Education. Vol 7(2) 133–144 ISSN 1477-8785 DOI: 10.1177/1477878509104318
Pantic, N. & Wubbels, T. (2010). Teacher competencies as a basis for teacher education – Views of Serbian teachers and teacher educators. Teaching and Teacher Education. 26. 694-703. Doi: 10.1016/j.tate.2009.10.005.
Patall, E.A. (2013). Constructing motivation through choice, interest, and interestingness. J. Educ. Psychol., 105, 522–534. DOI: 10.1037/a0030307
Patall, E.A.; Cooper, H.; Wynn, S.R. (2010). The effectiveness and relative importance of choice in the classroom. J. Educ. Psychol., 102, 896–915. DOI: 10.1037/a0019545
Preacher, K. J., & Hayes, A. F. (2008). Asymptotic and resamplingstrategies for assessing and comparing indirect effects in multiple mediator models. Behavior Research Methods, 40, 879– 891. https://www.researchgate.net/publication/26663133_Testing_a_multiple_mediation_model_of_Asian_American_college_students'_willingness_to_see_a_counselor [accessed Oct 24 2020].
Reeve J. (2016). Autonomy-suppoprtive teaching: What it is, how to do it In Building autonomus learners. Perspectives from research and practice using self-determination theory. Singapore: Springer.
Reeve, J. & Cheon, S.H. (2014). An Intervention-Based Program of Research on Teachers’ Motivating Styles, Motivational Interventions. Advances in Motivation and Achievement, 18, 293-339. https://doi.org/10.1108/S0749-742320140000018008
Reeve, J., & Jang, H. (2006). What teachers say and do to support students' autonomy during a learning activity. Journal of Educational Psychology, 98, 209-218. http://dx.doi.org/10.1037/0022-0663.98.1.209
Reeve, J., Bolt, E., & Cai, Y. (1999). Autonomy-supportive teachers: How they teach and motivate students. Journal of Educational Psychology, 91, 537-548. http://dx.doi.org/10.1037/0022-0663.91.3.537
Rodriguez, I., Del Valle, S., De la Vega, R. (2018). Revisión nacional e internacional de las competencias profesionales de los docentes de Educación Física. Retos, 34, 383-388. https://doi.org/10.47197/retos.v0i34.58609.
Rots, I., Kelchtermans, G. & Aelterman, A. (2012). Learning (not) to become a teacher: A qualitative analysis of the job entrance issue. Teaching and Teacher Education. 28. 1–10. Doi: 10.1016/j.tate.2011.08.008
Ryan, R.M.; Deci, E.L. (2017). Self-Determination Theory: Basic Psychological Needs in Motivation, Development, and Wellness. Guilford Press: New York, NY, USA.
Silvia, P.J. (2008) ‘Interest – the curious emotion’, Current Directions. Psychological Science 17, 57–60.
Solbazcher, C. (2006). Improving learning competence in schools: what relevance does empirical research in this area have for teacher training? European Journal of Teaching Education, 29(4), 533-544
Solomon, D., Battistich, V., Watson, M., Schaps, E., & Lewis, C. (2000). A six-district study of educational change: Direct and mediated effects of the child development project. Social Psychology of Education, 4, 3–51.
Standage, M., Duda, J. L., & Ntoumanis, N. (2005). A test of self-determination theory in school physical education. The British Journal of Educational Psychology, 75, 411-433. DOI:10.1348/000709904X22359
Stein, M. K., & Wang, M. C. (1988). Teacher development and school improvement: The process of teacher change. Teaching and Teacher Education, 4, 171–187.
Stratton, G., Fairclough, S. J. & Ridgers, N. D. (2008). Physical activity levels during the school day. In, A. L. Smith, y S. J. H. Biddle (eds), Youth Physical Activity and Sedentary Behavior. Challenges and Solutions (pp. 321–350). Champaign, IL: Human Kinetics.
Struyven, K. & Meyst, M. (2010). Competence-based teacher education: Illusion or reality? An assessment of the implementation status in Flanders from teachers’ and students’ points of view. Teaching and Teacher Education 26. 1495-1510. Doi: 10.1016/j.tate.2010.05.006.
Tang, S. Y. F., Wong, A. K. Y., & Cheng, M. M. H. (2016). Configuring the three-way relationship among student teachers' competence to work in schools, professional learning, and teaching motivation in initial teacher education. Teaching and Teacher Education, 60, 344-354. http://dx.doi.org/10.1016/j.tate.2016.09.001 0742-051X/
Taylor, I. M., Ntoumanis, N., & Standage, M. (2008). A self-determination theory approach to understanding the antecedents of teachers’ motivational strategies in physical education. Journal of Sport and Exercise Psychology, 30, 75-94. DOI: 10.1123/jsep.30.1.75 · Source: PubMed
Tsai, Y., Kunter, M., Lüdtke, O., Trautwein, U. & Ryan, R. M. (2008). What makes lessons interesting? The role of situational and individual factors in three school subjects. Journal of Educational Psychology 100: 460–72.
Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202–248.
UNESCO (2020). Covid-19 Impact on Education Data. COVID-19 Education Disruption and Response. The United Nations Educational, Scientific and Cultural Organization. UNESCO. Paris, France.
Van Dinther, M., Dochy, F., Seger, M. & Braeken, J. (2013). The construct validity and predictive validity of a self-efficacy measure for student teachers in competence-based education. Studies in Educational Evaluation. 39. 169-179.doi: 10.1016/j.stueduc.2013.05.001.
Vansteenkiste, M.; Ryan, R.M. (2013). On psychological growth and vulnerability: Basic psychological need satisfaction and need frustration as a unifying principle. J. Psychother. Integr., 23, 263–280. DOI: 10.1037/a0032359
Villardón-Gallego, L., Yániz, C., Achurra, C., Iraurgi, I., Aguilar, M. C. (2013). Learning Competence in University: Development and Structural Validation of a Scale to Measure. Revista de Psicodidáctica, vol. 18, núm. 2, 357-374.
Villaverde-Caramés, E., Fernández-Villarino, M.A., Toja-Reboredo, B, González-Valeiro, M.A. (2021). Revisión de la literatura sobre las características que definen a un buen docente de Educación Física: consideraciones desde la formación del profesorado. Retos, 41, 471-479. https://doi.org/10.47197/retos.v0i41.84421.
Viner, R.M., Russell, S. J., Croker, H., Packer, J., Ward, J., Stansfield, C., Mytton, O., Bonell, C. & Booy, R. (2020). School closure and management practices during coronavirus outbreaks including COVID-19: a rapid systematic review. The Lancet Child & Adolescent Health (4) 5, 397-404. https://doi.org/10.1016/S2352-4642(20)30095-X
Waddell, M. (2018). On Adolescence: Inside Stories. London & New York: Routledge.
Woolfolk, A. E., Rosoff, B., & Hoy, W. K. (1990). Teachers’ sense of efficacy and their beliefs about managing students. Teaching and Teacher Education, 6, 137–148.
World Health Organization (2020). Mental Health and Psychosocial Considerations during the COVID-19 Outbreak–18 March 2020. Geneva: Switzerland.
Downloads
Publicado
Como Citar
Edição
Secção
Licença
Direitos de Autor (c) 2021 Sagrario Del Valle Díaz, Esther Cabanillas Cabanillas Cruz, Eduardo Villamil Cabello, Ricardo de la Vega Marcos
Este trabalho encontra-se publicado com a Licença Internacional Creative Commons Atribuição-NãoComercial-SemDerivações 4.0.
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
