scholarly journals A Hybrid TGfU/SE Volleyball Teaching Unit for Enhancing Motivation in Physical Education: A Mixed-Method Approach

2020 ◽  
Vol 18 (1) ◽  
pp. 110
Author(s):  
Alexander Gil-Arias ◽  
Sergio Diloy-Peña ◽  
Javier Sevil-Serrano ◽  
Luis García-González ◽  
Ángel Abós
Keyword(s):  
Physical Education ◽  
Mixed Method ◽  
Team Sports ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
School Students ◽  
Mixed Method Approach ◽  
Before And After ◽  
Teaching Unit ◽  
Method Approach

Grounded in self-determination theory, this pre-experimental study analyzed the effects of a hybrid teaching games for understanding/sport education (TGfU/SE) volleyball teaching unit on students’ motivational outcomes, using a mixed-method approach. It also examined whether the intervention was equally effective for boys and girls. Participants were 53 secondary school students (Mage = 15.50, SDage = 0.57) who were taught through a hybrid TGfU/SE unit. The structure of this unit was designed according to the characteristics of SE model, while learning tasks were designed by using the pedagogical principles of TGfU model. Both self-reported validated questionnaires and focus groups were used before and after intervention to assess students’ motivational responses. After the hybrid TGfU/SE unit, both quantitative and qualitative findings showed improvements in students’ perceptions of need-support from the physical education (PE) teacher, basic psychological needs satisfaction, novelty, and variety satisfaction, as well as intrinsic motivation compared to baseline values. Although the hybrid TGfU/SE unit was effective in both genders, a large effect size was found for girls. Despite the existence of social and cultural stereotypes in team sports such as volleyball in favor of boys, results highlight the importance of developing hybrid TGfU/SE units to improve students’ motivational outcomes, especially in girls.

scholarly journals Motivação na educação física escolar: Teoria da Autoderminação

2021 ◽  
Vol 19 (1) ◽  
pp. 1-7
Author(s):  
Sebastião Ribeiro da Silva ◽  
João Guilherme Cren Chiminazzo ◽  
Paula Teixeira Fernandes
Keyword(s):  
High School Students ◽  
Physical Education ◽  
Interpersonal Relationships ◽  
Private Schools ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
School Students ◽  
Public And Private ◽  
Public School Students ◽  
Education Theory

INTRODUÇÃO: A escola representa um dos principais espaços educacionais para a sociedade atual e tem significativa reponsabilidade frente ao ensino. Sabe- se que a motivação é um dos aspectos importantes para influenciar os alunos na busca pelo conhecimento.OBJETIVO: O presente estudo teve como objetivo avaliar a motivação dos alunos nas aulas de Educação Física, com base na Teoria da Autodeterminação (TAD). MÉTODOS: Participaram do estudo 174 alunos do ensino médio, de ambos os sexos, de escola pública e particular, por meio de dois questionários: Percepção de Lócus de Casualidade e Questionário das Necessidades Psicológicas Básicas.RESULTADOS: No geral, os resultados apontaram altos níveis de satisfação das necessidades de autonomia, competência e relações interpessoais. Sobre as formas de regulação da motivação, a análise identificou altos escores no comportamento autodeterminado, e baixos escores no comportamento menos autodeterminado. Na comparação por sexo, os homens apresentaram pontuações maiores nas três necessidades psicológicas básicas, regulação identificada e motivação intrínseca. Na comparação por instituição, os dados mostraram que os alunos da escola particular são mais motivados que os alunos da escola pública.CONCLUSÃO: Conclui-se, no geral, que os alunos estão motivados para participar das aulas de Educação Física, mas é importante buscar alternativas para melhorar a motivação das estudantes mulheres e dos alunos de escolas públicas.Motivation in school physical education: Theory of Self-DeterminationABSTRACTBACKGROUND: The school represents one of the main educational spaces for today’s society and has a significant responsibility towards teaching. It is known that motivation is one of the important aspects to influence students in the search for knowledge.OBJECTIVE: The present study aimed to assess students’ motivation in Physical Education classes, based on the Theory of Self-Determination (TSD).METHODS: The study included 174 high school students, of both sexes, from public and private schools, were evaluated using two questionnaires: Perceived Locus of Casualty and Questionnaire of Basic Psychological Needs. RESULTS: In general, the results showed high levels of satisfaction of the needs for autonomy, competence and interpersonal relationships. Regarding the forms of regulation of motivation, the analysis identified high scores for self-determined behavior, and low scores for less self-determined behavior. In the comparison by sex, men had higher scores on the three basic psychological needs, identified regulation and intrinsic motivation. In the comparison by institution, the data showed that students from private schools are more motivated than students from public schools.CONCLUSION: It is concluded, in general, that students are motivated to participate in Physical Education classes, but it is important to look for alternatives to improve the motivation of female students and public school students.

The Basic Psychological Needs in Physical Education Scale

2011 ◽  
Vol 30 (3) ◽  
pp. 263-280 ◽  
Author(s):  
Symeon P. Vlachopoulos ◽  
Ermioni S. Katartzi ◽  
Maria G. Kontou
Keyword(s):  
High School ◽  
Middle School ◽  
High School Students ◽  
Physical Education ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
School Grade ◽  
School Students ◽  
Internal Reliability ◽  
Grade Levels

The present study reported on the modification of the Basic Psychological Needs in Exercise Scale (Vlachopoulos & Michailidou, 2006) to assess students’ psychological need fulfillment in elementary school, middle school, and high school compulsory physical education classes. Data were collected from 817 5th and 6th grade students, 862 middle school students and 844 high school students, boys and girls. The findings supported an a priori correlated 3-factor structure of the Basic Psychological Needs in Physical Education scale (BPN-PE) with strong internal reliability for all three school grade levels. Support was also obtained for the nomological validity of the scale responses. Further, measurement invariance emerged for BPN-PE scores across boys and girls and across students who participated or not in out-of-school sports within each school grade level as well as across all three school grade levels.

scholarly journals Psychological Wellbeing in Physical Education and School Sports: A Systematic Review

2021 ◽  
Vol 18 (3) ◽  
pp. 864
Author(s):  
Javier Piñeiro-Cossio ◽  
Antonio Fernández-Martínez ◽  
Alberto Nuviala ◽  
Raquel Pérez-Ordás
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Psychological Wellbeing ◽  
Inclusion Criteria ◽  
School Students ◽  
School Sports ◽  
Wide Range ◽  
Definition Of

Mental health in children and adolescents has become an increasingly important topic in recent years. It is against this backdrop that physical education and school sports play an important role in promoting psychological wellbeing. The aim of this review was to analyse interventions for improving psychological wellbeing in this area. To this end, a literature review was conducted using four databases (WOS, SPORTDiscus, SCOPUS and ERIC) and the following keywords: psychological wellbeing, physical education, and school sports. Twenty-one articles met the inclusion criteria. The results showed that interventions varied greatly in terms of duration and used a wide range of strategies (conventional and non-conventional sports, physical activity, games, etc.) for promoting psychological wellbeing, primarily among secondary school students. There was a lack of consensus as to the conceptualisation of the construct of psychological wellbeing, resulting in a variety of tools and methods for assessing it. Some studies also suggested a link between psychological wellbeing and other variables, such as basic psychological needs and self-determination. Finally, this study provides a definition of psychological wellbeing through physical activity based on our findings.

scholarly journals Physical Education and the Adoption of Habits Related to the Mediterranean Diet

Nutrients ◽  
2021 ◽  
Vol 13 (2) ◽  
pp. 567 ◽  
Author(s):  
María-Jesús Lirola ◽  
Rubén Trigueros ◽  
Jose M. Aguilar-Parra ◽  
Isabel Mercader ◽  
Juan M. Fernandez Campoy ◽  
...  
Keyword(s):  
Physical Education ◽  
Mediterranean Diet ◽  
Structural Equation ◽  
Psychological Needs ◽  
Equation Model ◽  
Basic Psychological Needs ◽  
Healthy Diet ◽  
Western World ◽  
School Students ◽  
Fit Indexes

Childhood obesity and sedentary lifestyles are now gaining a foothold in the Western world. The aim of this research was to analyse the influence of physical education classes on a healthy diet (i.e., Mediterranean diet). To this end, psychological constructs derived from the theory of self-determination and the theory of planned behaviour were taken into account, such as the satisfaction and frustration of basic psychological needs, motivation in physical education classes, and social cognition and intention. A total of 3415 secondary school students (13–19 years) participated in this study. A structural equation model was proposed that would explain the relationships between the variables mentioned above and the adherence to a Mediterranean diet. The results provide adequate fit indexes for the proposed model. Based on the results of the study, it was concluded that a high satisfaction perceived in the physical education classes would help to reinforce the intention of having a healthy diet and therefore help to generate a perdurable commitment to this habit.

scholarly journals Orientaciones de meta y necesidades psicológicas básicas en el desarrollo de la Expresión Corporal en educación primaria: un estudio piloto (Goal orientations and basic psychological needs in the development of Corporal Expression in primary education: a

Retos ◽  
2021 ◽  
Vol 42 ◽  
pp. 256-265
Author(s):  
María Papí Monzó ◽  
Salvador García Martínez ◽  
Miguel García Jaén ◽  
Alberto Ferriz Valero
Keyword(s):  
Physical Education ◽  
Primary Education ◽  
Well Being ◽  
Goal Orientations ◽  
Psychological Needs ◽  
Motivational Climate ◽  
Basic Psychological Needs ◽  
School Students ◽  
Educación Primaria ◽  
Body Expression

El objetivo del presente trabajo fue analizar el efecto de una aplicación didáctica de Expresión Corporal sobre las orientaciones de meta y las necesidades psicológicas básicas en el alumnado de primaria en las clases de Educación Física. 73 estudiantes de Educación Física (39 chicas y 34 chicos) con edades comprendidas entre los 9 y los 12 años (4ºPRI, n=24; 5ºPRI, n=23; y 6ºPRI, n = 26), pertenecientes a un colegio público de Educación Primaria de una línea participaron en este estudio. Se llevó a cabo una intervención didáctica específica para el desarrollo de la Expresión Corporal durante siete sesiones de 50 minutos, en la que se realizó apoyo a la autonomía, trabajo en grupo y creatividad del alumnado. Se evaluó el clima motivacional (POSQ) y las necesidades psicológicas básicas (BPNES) de todo el alumnado. Los resultados indican un aumento significativo del conjunto de la muestra en las variables dependientes autonomía (p < .001) y competencia (p = .021) tras la intervención. En chicas, todas las necesidades psicológicas básicas aumentaron significativamente su valor tras la intervención. No hubo efecto en el clima motivacional excepto en sexto curso de educación primaria. Por tanto, el desarrollo de la Expresión Corporal presenta una serie de beneficios para el bienestar psicológico en el alumnado, especialmente en las chicas. Abstact. The objective of this work was to analyse the effect of a didactic application of corporal expression (Body Expression) on goal orientations and basic psychological needs in primary school students in Physical Education lessons. 73 Physical Education students (39 girls and 34 boys) aged between 9 and 12 years (4th PRI, n = 24; 5th PRI, n = 23; and 6th PRI, n = 26), belonging to a one-line State school of Education Primary participated in this study. A specific didactic intervention was carried out for the development of Body Expression during seven lessons of 50 minutes, in which support was given to autonomy, teamwork and creativity of the students. The motivational climate (POSQ) and basic psychological needs (BPNES) of all the students were evaluated. The results indicate a significant increase in the entire sample in the dependent variables: autonomy (p <0.001) and competence (p = 0.021) after the intervention. In girls, all basic psychological needs increased significantly its value after the intervention. There was no effect on the motivational climate(atmosphere) except in the sixth grade of primary education. Therefore, the development of Body Expression presents a series of benefits for the psychological well-being in students, especially in girls.

scholarly journals Importancia del apoyo a las necesidades psicológicas básicas en la predisposición hacia diferentes contenidos en Educación Física (Importance of support of the basic psychological needs in predisposition to different contents in Physical Education)

Retos ◽  
2015 ◽  
pp. 3-8
Author(s):  
Javier Sevil Serrano ◽  
Ángel Abós Catalán ◽  
Eduardo Generelo Lanaspa ◽  
Alberto Aibar Solana ◽  
Luis García-González
Keyword(s):  
Physical Education ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Perceived Support ◽  
Education Students ◽  
Psychological Need ◽  
Affective Attitude ◽  
Teaching Unit

Resumen. Siguiendo la teoría de la autodeterminación, el objetivo de este estudio fue analizar la asociación entre la percepción de apoyo a las necesidades psicológicas básicas (i.e., autonomía, competencia y relaciones sociales) y la predisposición hacia el contenido (i.e., actitud cognitiva y afectiva) que tiene el alumnado. El estudio fue desarrollado en tres unidades didácticas de Educación Física, donde participaron 77 alumnos en el contenido de fútbol sala, 75 en acrosport y 78 en rugby, pertenecientes a 4º de Educación Secundaria Obligatoria. Los resultados de los análisis de correlación y los análisis predictivos señalan una relación positiva entre la percepción del apoyo de las tres necesidades psicológicas y la predisposición hacia el contenido que tienen los alumnos, adquiriendo uno u otro mediador más importancia en función del contenido curricular impartido. En base a ello, se destaca la importancia de apoyar las tres necesidades psicológicas básicas mediante estrategias de intervención que deben ser diseñadas y adaptadas para cada contenido curricular. Todo ello puede redundar en una mayor predisposición del alumnado hacia cada uno de los contenidos curriculares que integran la Educación Física, suponiendo una mayor adherencia hacia la práctica de actividad física.Abstract. Grounded on the self- determination theory, the aim of the study was to analyze the association between perceived support of basic psychological needs (i.e., autonomy, competence and relatedness) and predisposition toward the content (i.e., cognitive and affective attitude). The study was developed in three Physical Education teaching units. The sample was comprised of 77 football, 75 acrosport and 78 rugby 4th- year compulsory Secondary Education students. The results of the correlation and predictive analysis indicate a positive relationship between perceived support of the three psychological needs and predisposition to the content. The importance of each psychological need was different depending on the teaching unit. The usefulness of supporting the three basic psychological needs through intervention strategies was highlighted. These strategies should be designed and adapted for any curricular content. This can result in a greater predisposition of students to each of the units that integrate Physical Education. It can also lead to greater adherence to participation in physical activity.

scholarly journals Influence of Physical Education Teachers on Motivation, Embarrassment and the Intention of Being Physically Active During Adolescence

2019 ◽  
Vol 16 (13) ◽  
pp. 2295 ◽  
Author(s):  
Rubén Trigueros ◽  
José M. Aguilar-Parra ◽  
Adolfo J. Cangas ◽  
Remedios López-Liria ◽  
Joaquín F. Álvarez
Keyword(s):  
Physical Education ◽  
Perceived Control ◽  
Autonomy Support ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Physical Education Teachers ◽  
Positive Relation ◽  
School Students ◽  
Physically Active ◽  
Negative Relation

According to a WHO report (2018), more than 80% of adolescents do not do enough physical activity. Physical Education (PE) classes should be aimed at solving this problem. The present study aims to analyze the influence teachers have on motivation, embarrassment and intention to be physically active among their students. A total of 604 secondary school students participated in the study. Various statistical analyses were carried out to explain the causal relationships between the variables. The results revealed a positive relation between the autonomy support and the satisfaction of basic psychological needs (BPN), and a negative relation with the frustration of BPN. In contrast, perceived control revealed a positive relation with frustration of BPN, and a negative relation with the satisfaction of BPN. Satisfaction of BPN was negatively related to embarrassment and positively related to self-determined motivation. On the other hand, frustration of BPN was positively related to embarrassment and negatively with self-determined motivation. Embarrassment was negatively related to self-determined motivation, and the latter was positively related to intention to be physically active. Indeed, the study demonstrates the influence and the importance of PE teachers and of the motivational and emotional processes of adolescents during PE classes and the role they play in acquiring the habits of an active lifestyle.

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