scholarly journals El clima motivacional del docente de Educación Física: ¿Puede afectar a las calificaciones del alumnado? (Motivational climate of teaching physical education: Could it affect student grades?)

Retos ◽  
2016 ◽  
pp. 98-102
Author(s):  
Javier Sevil Serrano ◽  
Alberto Aibar Solana ◽  
Ángel Abós Catalán ◽  
Luis García González
Keyword(s):  
Physical Education ◽  
Psychological Needs ◽  
Motivational Climate ◽  
Basic Psychological Needs ◽  
Academic Grades ◽  
Affective Consequences ◽  
Student Grades ◽  
The Relationship ◽  
Variance Explained ◽  
Predictive Effect

El objetivo del estudio fue analizar la relación entre diversas variables motivacionales y la calificación académica en una unidad didáctica (UD) de Educación Física (EF). Participaron 224 estudiantes, de ocho grupos, con edades comprendidas entre los 12 y 14 años (M = 12.37, SD = 0.64) durante 10 sesiones de salto con combas. Los instrumentos utilizados midieron la percepción del alumnado del clima motivacional (EPCM), las necesidades psicológicas básicas (BPNES), el tipo de motivación (SIMS-14) y las consecuencias afectivas de diversión y aburrimiento (SSI-EF) en la última sesión de la UD. La calificación en la UD de salto con combas fue valorada con una puntuación que podía oscilar entre 0 y 10. Los resultados mostraron una relación significativa y positiva del clima motivacional tarea, las necesidades psicológicas básicas, la motivación autodeterminada y la diversión con la calificación académica, siendo el clima motivacional tarea el que mayor poder predictivo mostró sobre la calificación (35% de la varianza explicada). En sentido contrario, el clima motivacional ego, la desmotivación y el aburrimiento se relacionaron de manera significativa y negativa con la calificación final en la UD. Se destaca la importancia que puede tener el profesorado de EF sobre la calificación académica de sus discentes cuando genera un clima motivacional tarea.Abstract: The aim of the study was to analyze the relationship between motivational variables, and academic grades in a unit of physical education. Two hundred and twenty-four students, of eight classes, aged between 12 and 14 years (M = 12.37, SD = 0.64) were involved in 10 skipping rope lessons. The instruments measured the perception of the students´ motivational climate, basic psychological needs (BPNES), type of motivation (SIMS-14) and the affective consequences of enjoyment and boredom (SSI-EF) in the last session of the unit. The grade at unit was assessed with a score that could range from 0 to 10. The results showed that task motivational climate, basic psychological needs, self-determined motivation and enjoyment were related significantly positively with the academic grade, being the task motivational climate which showed the greatest predictive effect (35% of variance explained). Conversely, the ego motivational climate, amotivation and boredom were related significantly negative with the academic grade. This fact highlights the importance of the PE teachers on the students´ academic grades when a task motivational climate task is emphasized.

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 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 Herramienta de Observación del Clima Interpersonal Motivacional (OCIM) para docentes de Educación Física (Observational instrument for Interpersonal Motivational Climate (OCIM) for physical education teachers)

2020 ◽  
Vol 15 (46) ◽  
Keyword(s):  
Physical Education ◽  
Ad Hoc ◽  
Generalizability Theory ◽  
Psychological Needs ◽  
Motivational Climate ◽  
Basic Psychological Needs ◽  
Mixed System ◽  
Physical Education Teachers ◽  
Observation Instruments ◽  
Bibliographic Search

Given the importance of the motivational climate in Physical Education, this paper presents the process of design and validation of an instrument of “Observation of the Motivational Interpersonal Climate (OCIM)” for Physical Education teachers. This instrument based on the Self-determination Theory has followed the principles established in the observational methodology. A bibliographic search and an analysis of the observation instruments to date about the motivational climate was carried out to create the OCIM. The tool ad hoc has been designed using a mixed system of field format and a system of categories mutually exclusive. The results obtained through the Kappa indices and the Generalizability Theory have shown satisfactory reliability and different evidence of validity. The OCIM allows to know the degree in which teachers support or controlling the Basic Psychological Needs (including Novelty) and orienting the interpersonal motivational climate towards the autonomy-supportive or controlling style.

scholarly journals Student intention to engage in leisure-time physical activity: The interplay of task-involving climate, competence need satisfaction and psychobiosocial states in physical education

2018 ◽  
Vol 25 (3) ◽  
pp. 761-777 ◽  
Author(s):  
Rossana Di Battista ◽  
Claudio Robazza ◽  
Montse C Ruiz ◽  
Maurizio Bertollo ◽  
Francesca Vitali ◽  
...  
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Leisure Time ◽  
Leisure Time Physical Activity ◽  
Psychological Needs ◽  
Motivational Climate ◽  
Need Satisfaction ◽  
Basic Psychological Needs ◽  
Needs Satisfaction ◽  
The Impact

Grounded in achievement goal theory and basic psychological needs theory, the aim of this study was to examine the impact of the interaction of perceived motivational climate in physical education with psychological needs satisfaction (relatedness, competence and autonomy) and psychobiosocial states on student intention to engage in leisure-time physical activity. Participants ( N = 470 Italian students, 287 boys and 183 girls, aged 16–19 years) completed the Teacher-Initiated Motivational Climate in Physical Education Questionnaire, the Psychological Needs Satisfaction Scale in Physical Education, the Psychobiosocial States Questionnaire, and a measure of intention to engage in leisure-time physical activity. Structural equation modelling analysis indicated that a perceived task-involving climate was related to intention to engage in physical activity through the serial mediation of competence need satisfaction and pleasant/functional psychobiosocial states. The findings highlight the importance of task-involving climate and competence need satisfaction in determining pleasant emotional states and, consequently, in promoting leisure-time physical activity. Teachers should apply curricular and pedagogical strategies that aim to create a task-involving motivational climate, make movement experiences personally meaningful and pleasant and therefore stimulate students to adopt an active lifestyle.

Improving students’ predisposition towards physical education by optimizing their motivational processes in an acrosport unit

2016 ◽  
Vol 23 (4) ◽  
pp. 444-460 ◽  
Author(s):  
Ángel Abós ◽  
Javier Sevil ◽  
José Antonio Julián ◽  
Alberto Abarca-Sos ◽  
Luis García-González
Keyword(s):  
Physical Education ◽  
Psychological Needs ◽  
Motivational Climate ◽  
Basic Psychological Needs ◽  
Goal Theory ◽  
Intervention Programme ◽  
Final Sample ◽  
Quasi Experimental ◽  
Task Oriented ◽  
Experimental Group

Grounded in self-determination theory and achievement goal theory, this quasi-experimental study evaluated the effectiveness of a teaching intervention programme to improve predisposition towards physical education based on developing a task-oriented motivational climate and supporting basic psychological needs. The final sample consisted of 35 secondary education students, aged 15–17 ( M age = 15.35, SD = 0.49), divided into two groups: control ( n = 15) and experimental ( n = 20). The intervention programme was applied in the experimental group to 12 acrosport unit lessons based on motivational strategies by means of TARGET areas (i.e. Task, authority, recognition, grouping, evaluation and time). Firstly, the experimental group obtained significantly higher values in perceived support of the basic psychological needs and in the perceived task-oriented motivational climate in the acrosport unit. Secondly, this intervention was effective in generating a significant increase in predisposition towards physical education in the experimental group. Noteworthy is the need to generate interventions in different content areas that may improve students’ predisposition towards physical education, which could contribute to them adopting a more active lifestyle.

scholarly journals Validación y adaptación de la escala de control psicológico del profesor hacia las clases de educación física y su efecto sobre las frustraciones de las necesidades psicológicas básicas (Validation and adaptation to the Physical Education context of the

Retos ◽  
2019 ◽  
pp. 167-173
Author(s):  
Rubén Trigueros ◽  
José Manuel Aguilar-Parra ◽  
Josefa González-Santos ◽  
Adolfo Javier Cangas
Keyword(s):  
Physical Education ◽  
Psychometric Properties ◽  
Reliability Analysis ◽  
Psychological Control ◽  
Psychological Needs ◽  
Structural Equations ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Validity And Reliability ◽  
The Relationship

El papel que adopte el profesor durante las clases de EF es fundamental para conseguir que el alumnado se implique activamente. El objetivo del estudio consistió en validar y adaptar la Escala Docente de Control Psicológico (PCT) al contexto español de EF, con el fin de tener una escala para medir el control psicológico del profesor sobre el alumnado y analizar la relación existente respecto a las cuatro frustraciones de las necesidades psicológicas. Para responder al objetivo del estudio se han empleado dos muestras independientes pertenecientes a varios centros educativos de secundaria. Para analizar las propiedades psicométricas del PCT se ha realizado un análisis factorial confirmatorio, una análisis de invarianza respecto al género y una análisis de fiabilidad. Para analizar la relación entre el control del docente y la frustración de las cuatro necesidades psicológicas se realizó un modelo de ecuaciones estructurales. Los resultados han apoyado la validez y fiabilidad de la estructura del cuestionario, mostrándose invariante respecto al género. El control psicológico ejercido por el docente actuó como predictor de los factores que integran la frustración de las necesidades psicológicas básicas, estando en línea con los postulados de la teoría de la autodeterminación. Abstract. The role that teachers adopt during PE classes is fundamental to ensure that students are actively involved. The aim of the study was to validate and adapt the Psychological Control Teaching Scale (PCT) to the Spanish context of PE, in order to have a scale to measure teachers’ psychological control over students and to analyze its relationship with the four frustrations of psychological needs. To answer the objective of the study, two independent samples belonging to several secondary schools were selected. To analyze the psychometric properties of the PCT, confirmatory factorial analysis, as well as invariance analysis by gender and reliability analysis were carried out. To analyze the relationship between teachers’ control and frustration of the four psychological needs, a model of structural equations was built. The results supported the validity and reliability of the structure of the questionnaire, the model being invariant by gender. Teachers’ psychological control acted as a predictor of the factors that trigger frustration of basic psychological needs, our outcomes being in line with the postulates of the theory of self-determination.

scholarly journals Empowering and Disempowering Motivational Climates, Mediating Psychological Processes, and Future Intentions of Sport Participation

2022 ◽  
Vol 19 (2) ◽  
pp. 896
Author(s):  
Nallely Castillo-Jiménez ◽  
Jeanette M. López-Walle ◽  
Inés Tomás ◽  
José Tristán ◽  
Joan L. Duda ◽  
...  
Keyword(s):  
Latent Variables ◽  
Sport Participation ◽  
Sports Participation ◽  
Psychological Needs ◽  
Motivational Climate ◽  
Need Satisfaction ◽  
Basic Psychological Needs ◽  
Soccer Players ◽  
Intention To Continue ◽  
The Relationship

Based on the conceptual model of multidimensional and hierarchical motivational climate the objective of this study was to test two models. One model (M1) of total mediation, testing the mediating mechanisms that explain why the motivational climate affects intention of continuity or dropout. Specifically, we test the mediating role of satisfaction/frustration of basic psychological needs and self-determined motivation, in the relationship between the players’ perception of the empowering and disempowering climate created by the coach, and the intention of young soccer players to continue/dropout the sport practice. The second model (M2) of partial mediation, contributes to knowing the mechanisms that link the antecedent variables included in the model (perceived empowering and disempowering motivational climate) and the outcomes (intention of continuity or dropout in sport). A total of 381 young male soccer players between 12 and 14 years of age (M = 12.41, SD = 0.89), completed a questionnaire package tapping into the variables of interest: players’ perception of the motivational climate created by the coach (empowering and disempowering), satisfaction/thwarting of basic psychological needs, self-determined motivation and the intention to continue/dropout sports participation. The hypothesized model was tested using a structural equation model technique with latent variables. The results of the partial mediation model were satisfactory (χ2= 120.92; df = 68; RMSEA = 0.045; CFI = 0.968; TLI = 0.957) and showed that need satisfaction and self-determined motivation partially mediated the relationship between the perception of the empowering climate and the intention to continue. Moreover, need satisfaction showed a positive and significant relationship with the intention to continue sports participation. Additionally, need thwarting and self-determined motivation totally mediated the relationship between the perception of the disempowering climate and the intention to dropout. Furthermore, needs thwarting was positively and significantly related to the intention to dropout of sports participation. Findings point to the importance of fostering empowering climates and preventing the creation of disempowering climates in the grassroots football.

scholarly journals Self-determination theory and understanding of student motivation in physical education instruction

2010 ◽  
Vol 42 (1) ◽  
pp. 128-149 ◽  
Author(s):  
Visnja Djordjic ◽  
Tatjana Tubic
Keyword(s):  
Physical Education ◽  
Student Motivation ◽  
Teaching Style ◽  
Self Determination Theory ◽  
Goal Orientations ◽  
Psychological Needs ◽  
Motivational Climate ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Integration Theory

Physical education is considered to be a favorable context for accomplishment of important educational outcomes and promotion of physical activity in children and youth. The real scope of physical education instruction largely depends on student motivation. Self-determination theory, as a specific macrotheory of motivation, offers a rewarding framework for understanding student motivation in physical education instruction. The paper presents the basic tenets of self-determination theory, the most important studies in the domain of physical education and didactic and methodical implications. Two mini-theories within the self-determination theory are analyzed in more detail, the cognitive evaluation theory and the organismic integration theory. Empirical verification of the theoretical tenets indicates the existence of typical motivational profiles of students in physical education instruction, the basic psychological needs as mediators of influence of social and interpersonal factors on student motivation, followed by the importance of motivational climate, students' goal orientations and teaching style for self-determination of students' behavior in physical education instruction. Didactic and methodical implications refer to the need for developing a more flexible curriculum of physical education, encouraging a motivational climate, task-focused goal orientations, and, especially, encouraging the perceived moving competence of the student.

Sign in / Sign up

Export Citation Format

Share Document