An Analysis of the Factors that Influence the LIHL Students’ Degree of Satisfaction with Physical Education

This study examines students thought processes in Physical Education (attention during classes, orientation of target achievement, causal attributions of results, attitudes towards discipline, competence perception, perception of the discipline’s goal’s, degree of satisfaction towards classes). This study involved 198 students from the 9th grade. Data were collected by use of questionnaires. The results show that students have: i) high levels of attention during classes, ii) a stronger orientation to the ego than to the task; iii) a favorable attitude towards PE iv) a good perception of competence in PE v) a high level of satisfaction regarding PE classes vi) the variables examined did not vary according to students socio-economic background; vii) there are significant differences in ego orientation, competence perception in PE among female students and male students viii) the variables of thought processes are, in general, positively and significantly correlated.

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Sensibilización de los futuros egresados y egresadas de Magisterio hacia la diversidad desde la Educación Física por medio de la propuesta de buena práctica “More Than Able” (Diversity awareness in university students from Physical Education with the pro

Retos ◽

10.47197/retos.v38i38.74522 ◽

2020 ◽

pp. 684-691

Author(s):

Cristina Menescardi ◽

Isaac Estevan ◽

Israel Villarrasa-Sapiña ◽

Adrià Marco-Ahulló ◽

Gonzalo Monfort-Torres ◽

...

Keyword(s):

Physical Education ◽

University Students ◽

Good Practice ◽

Teaching Experience ◽

Teaching Staff ◽

Future Teachers ◽

Diversity Awareness ◽

Inclusive Approach ◽

Degree Of Satisfaction ◽

Buenas Prácticas

El presente estudio describe y analiza la valoración del alumnado universitario ante la propuesta “More than able”. Esta es una propuesta de buenas prácticas sobre la sensibilización hacia la diversidad funcional desde el área de Educación Física, y específicamente, mediante tareas relacionadas con las habilidades motrices básicas. El objetivo de este trabajo fue diseñar, aplicar y valorar una buena práctica que ofrezca una propuesta de sensibilización al alumnado basada en el uso de personajes de cómics como son los superhéroes y las superheroínas. Para valorar el grado de satisfacción de la propuesta, se empleó el cuestionario sobre la experiencia de buenas prácticas y el análisis de contenido sobre una pregunta abierta en relación a la experiencia. Los resultados mostraron que la práctica fue valorada como útil, innovadora, sostenible y transferible a su futura experiencia docente, así como una experiencia satisfactoria para el alumnado. Por tanto, el profesorado de las facultades de Magisterio o de otras que preparen a los/as futuros/as docentes, así como ellos mismos, deben ser conocedores de este tipo de propuestas y llevarlas a cabo en la formación reglada de los/as futuros/as egresados/as para acercar la escuela actual a una escuela inclusiva.Abstract. The present study describes and analyzes the assessment of university students with regard to the “More than able” proposal. This is a diversity awareness proposal from the area of Physical Education, and specifically, through tasks related to fundamental motor skills. The aim of this work was to design, apply, and evaluate a good practice offering a proposal for raising students’ awareness based on the use of comic characters such as superheroes and superheroines. In order to assess the degree of satisfaction of the proposal, a questionnaire of good practices and an open question in relation to the experience were used. The results showed that the practice was valued as useful, innovative, sustainable, and transferable to their future teaching experience, as well as a satisfactory experience for students. Therefore, the teaching staff of this or other Schools that train future teachers, as well as currently employed teachers, must be aware of these types of proposals and carry them out in the formal training of future teachers to bring the current school closer to an inclusive approach.

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The Relevance of Mobile Applications in the Learning of Physical Education

Education Sciences ◽

10.3390/educsci10110329 ◽

2020 ◽

Vol 10 (11) ◽

pp. 329

Author(s):

Lilyan Vega-Ramírez ◽

Rubén Olmedilla Notario ◽

María Alejandra Ávalos-Ramos

Keyword(s):

Physical Education ◽

Mobile Applications ◽

Instant Messaging ◽

Mobile Telephony ◽

Educational Tool ◽

Sports Activity ◽

Degree Of Satisfaction ◽

The Subject ◽

Telephone Calls ◽

Educational Field

Mobile telephony has developed exponentially, offering a multitude of services that could be optimal for the educational field of physical and sports activity (PSA). The objective of this research was to analyze the use of smartphone by 40 Spanish teenagers and assess the degree of satisfaction of the Polar Beat application within the subject of physical education in high school. The instruments used were two quantitative questionnaires and the data were analyzed with the statistical package SPSS 24.0. The teenagers recognized that they use the smartphone for instant messaging, telephone calls and downloads of games and tunes. The Polar Beat application in physical education classes has allowed them a better understanding of the content developed; the students affirmed that their motivation towards PSA increased with the knowledge and use of the Polar Beat app and that smartphones are innovative and effective tools. With all this, the mobile phone could be an educational tool that awakens interest in teenagers and teachers.

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Los grupos interactivos en Educación Física: Una experiencia docente en Educación Secundaria (Interactive Groups in Physical Education: A Teaching Experience in Secondary Education)

Retos ◽

10.47197/retos.v38i38.74606 ◽

2020 ◽

pp. 369-374

Author(s):

Javier Olaya Cuartero ◽

Miguel García Jaén ◽

Salvador García Martínez ◽

Alberto Ferriz Valero

Keyword(s):

Secondary Education ◽

Physical Education ◽

Teaching Experience ◽

Psychological Needs ◽

Basic Psychological Needs ◽

Control Group ◽

Theoretical Knowledge ◽

Degree Of Satisfaction ◽

The Subject ◽

Los Grupos

El proyecto de investigación de más rango científico y con los mayores recursos dedicados al estudio de la educación escolar en el Programa Marco de la Unión Europea: INCLUD-ED, muestra que las prácticas de las escuelas de éxito en Europa están en la línea del enfoque dialógico del aprendizaje. En un centro educativo donde el alumnado pertenece a 36 nacionalidades diferentes, se propone la implantación de formas dialógicas de organización en el aula como los grupos interactivos. El objetivo del presente estudio fue analizar el tipo de agrupación en el aula mediante grupos interactivos para comprobar, por un lado, su impacto sobre la motivación y la satisfacción de las necesidades psicológicas básicas en el ejercicio, y por otro, en qué medida influyen estos grupos interactivos sobre el aprendizaje teórico. Para esto, 113 participantes en la asignatura de Educación Física de tercero y cuarto de Educación Secundaria Obligatoria recibieron dos clases mediante organizaciones diferentes del aula, una organización tradicional (TRAD) a modo de grupo de control y otra de grupos interactivos (GIN) respectivamente. Se evaluó el grado de satisfacción de las necesidades psicológicas básicas en el ejercicio, el grado de motivación y la adquisición de conocimientos teóricos específicos de la asignatura. Los resultados muestran tanto mejoras a nivel de conocimientos teóricos, como una mayor satisfacción de las necesidades psicológicas básicas en el ejercicio y motivación intrínseca de GIN frente a TRAD. Abstract. The research project with the highest scientific rank and the greatest resources dedicated to the study of school education in the European Union's Framework Programme: INCLUD-ED, shows that the practices of successful schools in Europe are in line with the dialogical approach to learning. In an educational school where students belong to 36 different nationalities, the implementation of dialogical forms of organization in the classroom, such as interactive groups, is proposed. The present study aimed to analyze the type of grouping in the classroom through interactive groups in order to check, on the one hand, their impact on motivation and the satisfaction of basic psychological needs, and on the other hand, to what extent these interactive groups influence theoretical learning. For this purpose, 113 participants in the subject of Physical Education, from third and fourth year of Compulsory Secondary Education, received two classes through different classroom organizations: a traditional organization (TRAD) as a control group, and with interactive groups (GIN), respectively. The degree of satisfaction of basic psychological needs, the degree of motivation, and the acquisition of specific theoretical knowledge of the subject were evaluated. The results show both improvements in theoretical knowledge and greater satisfaction of basic psychological needs and intrinsic motivation of GIN compared to TRAD.

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