scholarly journals Efectos de las actividades en la naturaleza en la predicción de la satisfacción de la Educación Física (Effects of outdoor activities in predicting Physical Education satisfaction)

Retos ◽  
2015 ◽  
pp. 9-14
Author(s):  
Antonio Baena-Extremera ◽  
Antonio Granero-Gallegos
Keyword(s):  
Physical Education ◽  
Intrinsic Motivation ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Equation Modeling ◽  
Outdoor Activities ◽  
Sport Motivation ◽  
Motivation Scale ◽  
Education Satisfaction ◽  
Sport Motivation Scale

El objetivo de este trabajo ha sido conocer cómo pueden influir las actividades en el medio natural en la predicción de la satisfacción hacia la Educación Física. La muestra fue de 125 alumnos de 4º de la ESO de Educación Secundaria divididos en un grupo experimental (n=76) y grupo control (n=49). Se utilizó un cuestionario compuesto por la Basic Psychological Needs in Exercise Scale, el factor de Motivación Intrínseca del Sport Motivation Scale, y Sport Satisfaction Instrument. Se realizó un programa de intervención con Educación de Aventura con 18 sesiones distribuidas en tres unidades didácticas y se tomaron medidas antes (pretest) y después de la intervención (postest). Se realizaron análisis descriptivos y modelos de ecuaciones estructurales. Tras el Programa de Aventura mejoran todas las variables excepto el aburrimiento, sobre todo la relación con los demás. La autonomía predice principalmente la motivación intrínseca, y ésta la satisfacción/diversión en el alumnado.Abstract. The aim of this study was to determine the effect of outdoor activities in the prediction of Physical Education satisfaction. The sample comprised 125 students of high-school students assigned into an experimental (n=76) and a control group (n=49). Participants completed the Basic Psychological Needs in Exercise Scale, the Intrinsic Motivation factor of the Sport Motivation Scale, and the Sport Satisfaction Instrument. The intervention program consisted on 18 Adventure Education sessions divided on three teaching units. Before (pre-test) and after (post-test) intervention measurements were obtained. Descriptive analyzes and Structural Equation Modeling were used to analyze the data. Following the Adventure Program, all variables improved but boredom, especially the relationship with others. Autonomy predicts mainly intrinsic motivation, which in turn, predicts satisfaction/enjoyment in students.

scholarly journals Factores psicológicos relacionados con las clases de educación física como predictores de la intención de la práctica de actividad física en el tiempo libre en estudiantes

2016 ◽  
Vol 21 (4) ◽  
pp. 1105-1112 ◽  
Author(s):  
Antonio Baena-Extremera ◽  
Antonio Granero-Gallegos ◽  
Ana Ponce-de-León-Elizondo ◽  
Eva Sanz-Arazuri ◽  
María de los Ángeles Valdemoros-San-Emeterio ◽  
...  
Keyword(s):  
Leisure Time ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Sport Motivation ◽  
Motivation Scale ◽  
Sport Motivation Scale

Resumen Debido al aumento del sedentarismo entre los jóvenes, conocer la intención de práctica de actividad física en esta población puede ser determinante a la hora de inculcar futuros hábitos de práctica física para mejorar la salud actual y futura de los escolares. Así, el objetivo de este trabajo fue hallar un modelo predictivo de la intención de práctica de actividad física en tiempo libre a partir de la motivación, la satisfacción y la competencia. La muestra fue de 347 hombres y 411 mujeres de educación secundaria en España, con edades de entre 13 y 18 años. Se utilizó un cuestionario compuesto por el Sport Motivation Scale, Sport Satisfaction Instrument, el factor competencia de Basic Psychological Needs in Exercise Scalee Intention to partake in leisure-time physicalactivity, todos ellos adaptados a la Educación Física escolar. Se realizaron análisis factoriales confirmatorios y modelos de ecuaciones estructurales. La intención de práctica fue predicha por la competencia y ésta por la satisfacción/diversión. La motivación intrínseca se mostró como el mejor predictor de la satisfacción/diversión. Para predecir la intención de práctica física se debería potenciar la motivación intrínseca entre el alumnado de Educación Física.

The Role of an Empowering Motivational Climate on Pupils’ Concentration and Distraction in Physical Education

2021 ◽  
pp. 1-11
Author(s):  
Maxime Mastagli ◽  
Aurélie Van Hoye ◽  
Jean-Philippe Hainaut ◽  
Benoît Bolmont
Keyword(s):  
Physical Education ◽  
Negative Affect ◽  
Structural Equation ◽  
Psychological Needs ◽  
Motivational Climate ◽  
Need Satisfaction ◽  
Basic Psychological Needs ◽  
Multilevel Structural Equation Modeling ◽  
Equation Modeling ◽  
Positive And Negative Affect

Purpose: The present study investigated the relationship between an empowering motivational climate and pupils’ concentration and distraction in physical education, mediated by basic psychological needs satisfaction and by positive and negative affect. Method: The participants were 425 French pupils (Mage = 15.36, SDage = 0.82) from 21 high schools, who filled in a questionnaire regarding the study variables. This cross-sectional study used multilevel structural equation modeling to examine the hypothesized relationships. Results: Good fit indices were found in the data from the theoretical model. An empowering motivational climate was found to be related to concentration. Competence need satisfaction was related to concentration and distraction. This association was mediated by positive and negative affect, which in turn was related to concentration and distraction. Conclusion: Teachers can improve pupils’ concentration and positive affect and reduce distraction and negative affect by supporting an empowering motivational climate and fostering competence need satisfaction.

scholarly journals Perceived Novelty Support and Psychological Needs Satisfaction in Physical Education

2020 ◽  
Vol 17 (11) ◽  
pp. 4169 ◽  
Author(s):  
Sebastián Fierro-Suero ◽  
Bartolomé J. Almagro ◽  
Pedro Sáenz-López ◽  
José Carmona-Márquez
Keyword(s):  
Physical Education ◽  
Intrinsic Motivation ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Mediation Model ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Psychological Need ◽  
Effect Of Support

In recent years, novelty has been proposed as a potential fourth basic psychological need. In the present study, the behavior of novelty resulting from support from the Physical Education teacher was evaluated in 723 students with an average age of 13.30 years old. The first objective was to validate the Support for Basic Psychological Needs-4 (SBPN-4) in Physical Education questionnaire, which included support for the novelty factor. The second objective was to test the mediation model in order to confirm the effect of support for novelty in relation to basic psychological needs and intrinsic motivation. The results obtained show that the Support for Basic Psychological Needs-4 (SBPN-4) questionnaire is a valid and reliable tool. On the other hand, support for novelty predicts satisfaction of basic psychological needs, particularly novelty satisfaction, which in turn predicts intrinsic motivation. These results show how the students are capable of perceiving the teacher’s support for novelty and how this positively influences their intrinsic motivation. Further investigations are required to continue developing our knowledge of the role of novelty as a basic psychological need.

Influence of Comprehensive Materials Multimedia on the Students' Sports Motivation

2012 ◽  
Vol 155-156 ◽  
pp. 950-954
Author(s):  
Xiao Hui Zhou
Keyword(s):  
Statistical Analysis ◽  
Physical Education ◽  
Experimental Method ◽  
Delphi Method ◽  
Traditional Education ◽  
Analysis Method ◽  
Sport Motivation ◽  
Statistical Analysis Method ◽  
Motivation Scale ◽  
Sport Motivation Scale

Objective: probe into the influence of comprehensive materials multimedia on the students' sports motivation. Methods: the present study proceeds from the mode of teaching in the traditional physical education by the literature method, experimental method, Delphi method and the mathematical statistical analysis method to the comparison of the means of comprehensive materials multimedia in the physical education classes with the traditional education and study by the tool of the Sport Motivation Scale. Results: Practice of comprehensive materials multimedia in physical education can improve the students' sports motivation, activate their intrinsic motivation and guide it into a more active tendency.

scholarly journals Responsabilidad social, necesidades psicológicas básicas, motivación intrínseca y metas de amistad en educación física (Social responsibility, basic psychological needs, intrinsic motivation, and friendship goals in physical education)

Retos ◽  
2017 ◽  
pp. 134-139
Author(s):  
José Ignacio Menéndez Santurio ◽  
Javier Fernández-Río
Keyword(s):  
Physical Education ◽  
Social Responsibility ◽  
Intrinsic Motivation ◽  
Linear Regression Analysis ◽  
Multiple Linear Regression Analysis ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Northern Spain ◽  
Personal And Social Responsibility ◽  
Approach Goals

El objetivo de este estudio fue analizar la capacidad de predicción de la responsabilidad social, las necesidades psicológicas básicas y la motivación sobre la meta de aproximación a la amistad a partir de la Teoría de la Autodeterminación. Una muestra de 402 estudiantes (209 mujeres y 193 hombres; M = 14.20; DT = 1.52) de entre 12 y 18 años, procedentes de tres centros de educación secundaria del norte de España cumplimentaron un cuestionario que incluía la subescala de responsabilidad social del Cuestionario de la Responsabilidad Personal y Social (PSQR), la Escala de Necesidades Psicológicas Básicas en Educación Física (BPN-PE), la subescala de motivación intrínseca de la Escala del Locus Percibido de Casualidad (PLOC) y la subescala de aproximación-amistad del Cuestionario de Metas de Amistad (FGQ-PE). Los resultados del análisis de regresión lineal múltiple reflejaron que la responsabilidad social, las necesidades psicológicas básicas de relación y autonomía y la motivación intrínseca predecían significativamente la meta de aproximación-amistad. Estos resultados reflejan la importancia de crear contextos educativos en los que se potencie la responsabilidad social, las relaciones, la autonomía y la motivación intrínseca de los estudiantes con el objetivo de mejorar sus metas de amistad.Abstract. The goal of the present study was to assess social responsibility, basic psychological needs, and motivation towards friendship-approach goals within the Self-Determination Theory. A total of 404 students from three secondary schools of northern Spain (209 females and 193 males; M = 14.20; DT = 1.52), aged from 12 to 18 years, completed a questionnaire that included the social responsibility subscale of the Personal and Social Responsibility Questionnaire (PSQR), the Basic Psychological Needs in Physical Education Scale (BPN-PE), the subscale of intrinsic motivation of the Perceived Locus of Causality (PLOC), and the subscale of friendship-approach of the Friendship Goals Questionnaire in Physical Education (FGQ-PE). Results of multiple linear regression analysis showed that social responsibility, relatedness and autonomy, and intrinsic motivation significantly predicted friendship-approach goals. These results suggest the importance of creating educational contexts that can foster social responsibility, relatedness, autonomy, as well as students’ intrinsic motivation, with the aim to improve their friendship goals.

Toward a New Measure of Intrinsic Motivation, Extrinsic Motivation, and Amotivation in Sports: The Sport Motivation Scale (SMS)

1995 ◽  
Vol 17 (1) ◽  
pp. 35-53 ◽  
Author(s):  
Luc G. Pelletier ◽  
Kim M. Tuson ◽  
Michelle S. Fortier ◽  
Robert J. Vallerand ◽  
Nathalie M. Briére ◽  
...  
Keyword(s):  
Intrinsic Motivation ◽  
Extrinsic Motivation ◽  
The Self ◽  
Self Determination ◽  
French Canadian ◽  
Sport Motivation ◽  
Adequate Test ◽  
Motivation Scale ◽  
Test Retest Reliability ◽  
Sport Motivation Scale

A new measure of motivation toward sport has been developed in French, namely the Echelle de Motivation vis-à-vis les Sports. Two studies were conducted to translate and validate this new measure in English. The Sport Motivation Scale (SMS) consists of seven subscales that measure three types of Intrinsic Motivation (IM; IM to Know, IM to Accomplish Things, and IM to Experience Stimulation), three forms of regulation for Extrinsic Motivation (Identified, Introjected, and External), and Amotivation. The first study confirmed the factor structure of the scale and revealed a satisfactory level of internal consistency. Correlations among the subscales revealed a simplex pattern confirming the self-determination continuum and the construct validity of the scale. Gender differences were similar to those obtained with the French-Canadian version. The more self-determined forms of motivation were associated with more positive responses on related consequences. In a second study, the SMS was administered on two occasions and revealed adequate test-retest reliability.

scholarly journals Bagaimana Motivasi Olahraga Mahasiswa di Papua?

2020 ◽  
Vol 5 (1) ◽  
pp. 51-60
Author(s):  
Miftah Fariz Prima Putra
Keyword(s):  
Standard Deviation ◽  
Intrinsic Motivation ◽  
Survey Research ◽  
Descriptive Analysis ◽  
Mean Value ◽  
Sport Motivation ◽  
Motivation Scale ◽  
Sport Motivation Scale

Penelitian ini memiliki tujuan untuk mengungkap bagaimana motivasi olahraga mahasiswa yang ada di Papua. Jenis penelitian yang digunakan adalah survai dengan partisipan mahasiswa sebesar 88 orang (41 laki-laki dan 47 perempuan) dan rata-rata umur responden adalah 20,65 (SD: 2,4). The Sport Motivation Scale digunakan untuk mengambil data penelitian. Analisis deskriptif seperti nilai rata-rata, nilai terendah dan tertinggi, serta standar deviasi akan digunakan dalam studi ini. Hasil penelitian menemukan dimensi motivasi olahraga mahasiswa di Papua yang paling tinggi adalah intrinsic motivation-to experience stimulation (22,99), sedangkan yang paling rendah adalah amotivation (13,70). Motivasi olahraga internal lebih mendominasi dalam diri mahasiswa di Papua dibanding dengan eksternal dan dismotivasi.The purpose of this study was to reveal the sport motivation on the student sports in Papua. The survey research will be used in this study by involving 88 student as the sample (41 male and 47 female) and the average age of the respondents was 20,65 (SD: 2.4).  Data was collected using The Sport Motivation Scale. Descriptive analysis such as mean value, lowest and highest value, and standard deviation will be used in this study. The results found the highest dimension of student sports motivation in Papua was intrinsic motivation-to experience stimulation (22.99), while the lowest was amotivation (13.70). Internal sports motivation is more dominant in students in Papua compared to external and motivated.

scholarly journals Apoyo a la autonomía en educación física: antecedentes, diseño, metodología y análisis de la relación con la motivación en estudiantes adolescentes (Autonomy support physical education: history, design, methodology and analysis regarding motivation in tee

Retos ◽  
2015 ◽  
pp. 46-49
Author(s):  
Antonio Baena-Extremera ◽  
Antonio Granero-Gallegos ◽  
José Antonio Sánchez-Fuentes ◽  
Marina Martínez-Molina
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Autonomy Support ◽  
Design Methodology ◽  
Leisure Time ◽  
Leisure Time Physical Activity ◽  
Learning Climate ◽  
Sport Motivation ◽  
Motivation Scale ◽  
Sport Motivation Scale

En cualquier área de la enseñanza es reconocida la importancia que tiene que los alumnos están motivados. Pero para ello hacen falta profesores que motiven y actuaciones docentes que provoquen este estado en los estudiantes. El apoyo a la autonomía puede ser clave para mejorar la motivación en los discentes, así como un indicador para buscar otras mejoras en el proceso de enseñanza-aprendizaje. El objetivo de este trabajo ha sido analizar la importancia que puede tener el apoyo a la autonomía en el alumno (tanto en su aprendizaje como en la adquisición de hábitos) y ejemplificar el diseño, metodología y posibles análisis a realizar para responder a los objetivos planteados. Para ello se utilizará una muestra de 758 alumnos (347 hombres, 45.8%; 411 mujeres, 54.2%) de secundaria de la Región de Murcia, con edades comprendidas entre 12 y 18 años (M = 15.22; SD = 1.27). El instrumento a utilizar será un cuestionario compuesto por las escalas: Learning Climate Quetionarire (LCQ), Sport Motivation Scale (SMS), Intention to partake in leisure-time physical activity (Intención-PFTL), Escala de Satisfacción Intrínseca hacia la Educación Física (SSI-EF) y la escala de Importancia y utilidad de la Educación Física (IEF). Los posibles resultados podrán mejorar y discutir muchos de los trabajos ya existentes y aportar nuevas orientaciones que sirvan al profesorado para mejorar su actuación docente.Palabras clave: apoyo a la autonomía; motivación; educación física.Abstract: In any area of education it is recognized how important is that students are motivated. But this requires teachers who motivate and actions that cause this state on students. The autonomy support may be the key to improve the motivation of learners, as well as an indicator to search for other improvements in the teaching-learning process. The aim of this study was to analyze the potential importance of supporting autonomy in students (both in learning and in the acquisition of habits) and exemplify the design, methodology and analysis to make possible to get the objectives. This will draw a sample of 758 high school students (347 men, 45.8%; 411 women, 54.2%) of the Region of Murcia, aged between 12 and 18 (M = 15.22, SD = 1.27). The instrument to be used is a questionnaire consisting of scales: Learning Climate Quetionarire (LCQ), Sport Motivation Scale (SMS), Intention to partake in leisure-time physical activity (Intention-PFTL), Sport Satisfaction Instrument to Physical Education (SSI-EF) and the scale of Importance and usefulness of Physical Education (IEF). Possible results may improve and discuss many of the existing work and provide further guidance to be used for teachers to improve their teaching performance.Key words: autonomy support; motivation; physical education.

How Transformational Leadership Supports Intrinsic Motivation and Public Service Motivation: The Mediating Role of Basic Need Satisfaction

2017 ◽  
Vol 48 (6) ◽  
pp. 535-549 ◽  
Author(s):  
Ulrich Thy Jensen ◽  
Louise Ladegaard Bro
Keyword(s):  
Transformational Leadership ◽  
Intrinsic Motivation ◽  
Public Service ◽  
Structural Equation ◽  
Work Motivation ◽  
Psychological Needs ◽  
Public Service Motivation ◽  
Need Satisfaction ◽  
Basic Psychological Needs ◽  
Equation Modeling

Motivating public service employees to greater effort is a key issue for managers and scholars. Transformational leadership concerns behaviors to develop, share, and sustain a vision for the organization and has been suggested as an important lever in this respect. However, we know little about the processes by which transformational leadership may stimulate work motivation. Integrating transformational leadership, public service motivation (PSM), and self-determination theory, this article sheds light on the psychological mechanisms underlying the motivational effects of transformational leadership. According to structural equation modeling, the relationships between transformational leadership and two types of autonomous work motivation—intrinsic motivation and PSM—are mediated by the satisfaction of the basic psychological needs for autonomy, competence, and relatedness. Our findings support the claim that the motivational effects of transformational leadership are mediated by need satisfaction, but also that satisfaction of individual needs is not equally important for intrinsic motivation and PSM, respectively.

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