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

Retos ◽  
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.

scholarly journals How TGfU Influence on Students’ Motivational Outcomes in Physical Education? A Study in Elementary School Context

2021 ◽  
Vol 18 (10) ◽  
pp. 5407
Author(s):  
Vicente Gaspar ◽  
Alexander Gil-Arias ◽  
Fernando Del Villar ◽  
Alba Práxedes ◽  
Alberto Moreno
Keyword(s):  
Physical Education ◽  
Healthy Lifestyle ◽  
School Context ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Control Group ◽  
Physically Active ◽  
Quasi Experimental ◽  
Experimental Group ◽  
Small Side

The purpose of this study was to implement a comprehensive teaching program based on the principles of Teaching Games for Understanding (TGfU) model and questioning, and to assess its consequences for students’ satisfaction of basic psychological needs, motivation, perceptions of ability and intention to be physically active during Physical Education lessons in primary education. A quasi-experimental design was utilized. Participants were 111 students from two different groups of fifth and sixth graders, all enrolled in one primary school. Participants were divided into experimental and control group. Experimental group experienced a TGfU unit, according to small side games and the questioning. Control group experienced a small side games unit, without questioning. Within-group results showed that experimental group students reported significantly higher mean scores in all dependents variables of the study, in both genders. Results showed that control group only reported significantly higher mean scores in intention to be physically active variable, also in both genders. The results demonstrate the need to implement didactic units under comprehensive pedagogical approaches to improve motivation and the intention to develop healthy lifestyle habits in female and male students. More researches are needed to support this evidence.

scholarly journals Basic psychological needs and implicit beliefs of ability in secondary education | Necesidades psicológicas básicas y creencias implícitas de habilidad en educación secundaria

2021 ◽  
Vol 14 (28) ◽  
pp. 19-27
Author(s):  
Lidia Hernández-Andreo ◽  
Manuel Gómez-López ◽  
Alberto Gómez-Marmol ◽  
Antonio Joaquín García-Vélez ◽  
Bernardino Javier Sánchez-Alcaraz
Keyword(s):  
Secondary Education ◽  
Physical Education ◽  
Social Relationships ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Implicit Beliefs ◽  
Secondary Stage ◽  
Incremental Belief ◽  
Gender Based ◽  
Entity Belief

El objetivo de este estudio fue analizar la relación entre el desarrollo de las necesidades psicológicas básicas y las creencias implícitas de habilidad en alumnado de Educación Secundaria. La muestra estuvo formada por un total de 97 estudiantes de Educación Secundaria, con edades comprendidas entre los 13 y los 15 años (edad media = 13.32 ± 0.62 años) a los que se les aplicaron los cuestionarios de apoyo a las necesidades psicológicas básicas y creencias implícitas sobre la habilidad en sus clases de Educación Física. Los resultados no encontraron diferencias significativas en las variables de necesidades psicológicas básicas y de creencias implícitas de habilidad en función del género de los estudiantes. Por otro lado, la creencia de entidad correlacionó positivamente con el apoyo a las relaciones sociales, mientras que la creencia incremental correlacionó positivamente con el apoyo a la competencia y las relaciones sociales. Estos resultados pueden servir de referencia a profesores de Educación Física a la hora de establecer estrategias en función del género que favorezcan la satisfacción de las necesidades psicológicas básicas de sus estudiantes.AbstractThe aim of this study was to know the levels of basic psychological needs, and implicit beliefs of ability in secondary stage students. The sample was made up of a total of 97 students of Secondary Education, with ages between 13 and 15 (mean age = 13.32 ± 0.62 years) to whom the questionnaires to support basic psychological needs and ability beliefs were applied in Physical Education lessons. The results found no significant differences in the variables of basic psychological needs and implicit beliefs of ability based on the gender of the students. On the other hand, entity belief positively correlated with support for social relationships, while incremental belief positively correlated with support for competition and social relationships. These results can serve as a reference for physical education teachers when establishing gender-based strategies to meet the basic psychological needs of their students.

scholarly journals Applying the Personal and Social Responsibility Model-Based Program: Differences According to Gender between Basic Psychological Needs, Motivation, Life Satisfaction and Intention to be Physically Active

2019 ◽  
Vol 16 (13) ◽  
pp. 2326 ◽  
Author(s):  
Manzano-Sánchez ◽  
Valero-Valenzuela ◽  
Conde-Sánchez ◽  
Chen
Keyword(s):  
Physical Education ◽  
Social Responsibility ◽  
Personal Responsibility ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Control Group ◽  
Physically Active ◽  
Personal And Social Responsibility ◽  
The Impact ◽  
Experimental Group

The objective of the study was to evaluate the impact of a program based on the Teaching Personal and Social Responsibility (TPSR) on the variables of responsibility, basic psychology needs, motivation, satisfaction with life and the intention to be physically active, as well as the differences of gender. The participants were 85 students (experimental group n = 35, 17 girls and control group n = 50, 28 girls). The students of the experimental group received the TPSR for 8 months within the physical education subject. The findings indicated an improvement in the experimental group in terms of personal responsibility and in the case of female students, in basic psychological needs and intrinsic motivation. In conclusion, the TPSR program can be integrated into the physical education curriculum in order to improve the personal responsibility of students and fulfill their motivation and satisfaction of basic psychological needs.

scholarly journals One-year Follow-up Data on the Face-to-face Autonomy-Supportive Intervention Program for Physical Education Teachers

2021 ◽  
Author(s):  
Henri Tilga ◽  
Hanna Kalajas-Tilga ◽  
Vello Hein ◽  
Lennart Raudsepp ◽  
Andre Koka
Keyword(s):  
Physical Education ◽  
Intervention Program ◽  
Psychological Needs ◽  
Need Satisfaction ◽  
Basic Psychological Needs ◽  
Control Group ◽  
One Year ◽  
Experimental Group ◽  
Supportive Intervention

In a recent manuscript published in International Journal of Sport Psychology, entitled “Effects of a brief one-day autonomy-supportive intervention on improving basic psychological needs, motivation, and behaviours of physical activity among middle-school students: A multidimensional approach”, we reported that a one-day eight-hour Autonomy-Supportive Intervention Program for Physical Education (ASIP-PE) was effective (Tilga et al., in press) in changing students’ perceptions of their physical education (PE) teachers’ cognitive and procedural autonomy support at a one-month follow-up, compared to control group students. After the intervention, a significant increase was also found in the experimental group students’ need satisfaction for autonomy and competence. Also, a significant decrease was found in experimental group students’ perceptions of their PE teachers’ intimidation and negative conditional regard, and in students’ need frustration for autonomy. This letter is to briefly convey additional data regarding the long-term benefits of ASIP-PE now that we have been able to conduct one-year follow-up analyses.

scholarly journals Effects of a Sport Education Model-Based Teaching Intervention on Students’ Behavioral and Motivational Outcomes within the Physical Education Setting in the COVID-19 Scenario

2021 ◽  
Vol 13 (22) ◽  
pp. 12468
Author(s):  
Evelia Franco ◽  
Carlota Tovar ◽  
Alba González-Peño ◽  
Javier Coterón
Keyword(s):  
Physical Education ◽  
Secondary Students ◽  
Positive Impact ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Behavioral Engagement ◽  
Control Group ◽  
Sport Education ◽  
Teaching Intervention ◽  
Education Model

The sport education model (SEM) has been suggested to have a positive impact on students’ motivational processes within the physical education setting. However, there is no evidence about how this methodology can affect such processes in the unconventional scenario provoked by the COVID-19 pandemic. The aim of the present study was to analyze the effect of a SEM-based teaching intervention on students’ basic psychological needs (BPN), intrinsic motivation, and behavioral engagement in physical education. For this purpose, a quasi-experimental study was carried out in which two groups of secondary students (Mage= 14.61, SD= 0.5) were taught a basketball unit following either the SEM or traditional teaching. Previously validated questionnaires were administered both before and after the intervention. The results showed that students following the SEM methodology significantly improved their autonomy satisfaction (MPre = 3.09 vs. Mpost = 3.63), competence satisfaction (Mpre = 3.48 vs. Mpost = 4.17), and relatedness satisfaction (MPre = 3.79 vs. MPost = 4.43), as well as their behavioral engagement (MPre = 4.05 vs. MPost = 4.48), while students in the control group reported lower relatedness satisfaction after (M = 3.54) than before (M = 4.13) the intervention. This study thus contributes to the understanding of how teaching in a COVID-19 scenario has affected students’ motivational responses, and interesting implications for the current situation are provided.

scholarly journals Estilos de enseñanza participativos en las clases de Educación Física y su influencia sobre diferentes aspectos psicológicos | Participatory teaching styles in Physical Education classes and their influence on different psychological aspects

2019 ◽  
Vol 12 (25) ◽  
pp. 30 ◽  
Author(s):  
Iván Lebrero Casanova ◽  
Bartolomé J. Almagro ◽  
Pedro Sáenz-López
Keyword(s):  
Physical Education ◽  
Autonomy Support ◽  
Teaching Styles ◽  
Self Esteem ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Psychological Aspects ◽  
Control Group ◽  
Quasi Experimental ◽  
Experimental Group

El objetivo del estudio consistió en analizar diferentes aspectos psicológicos (soporte autonomía, necesidades psicológicas básicas, autoestima y motivación) tras una intervención basada en diferentes estilos de enseñanza (impartición de las sesiones por parte del docente y de los alumnos mediante estilos de enseñanza participativos y trabajo cooperativo). Se llevó a cabo un diseño de investigación cuasi-experimental pre-post con un grupo control y otro experimental. En el grupo control se mantuvo la dinámica habitual de clase (con el docente de Educación Física) y en el experimental era el alumnado (quién con la supervisión del profesor) quien impartía las clases. Los resultados mostraron que en el grupo experimental se produjo un descenso del soporte autonomía del docente y una mejora en la relación con los demás, en la autoestima y en la regulación externa (que disminuyó). La mayor implicación del alumnado en su proceso enseñanza-aprendizaje hizo mejorar los diferentes aspectos psicológicos estudiados.AbstractThe main objective of this study was to analyze different psychological aspects (autonomy support, basic psychological needs, motivation and self-esteem) after an intervention process based on several teaching styles (lesson implementation by the teacher and the students with means of participatory teaching styles and cooperative work). A pre-post quasi-experimental research design was carried out with a control group and an experimental group. With the control group, the usual classroom dynamics (with the Physical Education teacher) were maintained, and with the experimental group the students (with the supervision of the teacher) taught the lessons. Results showed that the experimental group experienced a decline in autonomy support of the teacher and an improvement in the sense of relatedness, self-esteem, and external regulation (which declined). The greater involvement of the students in their teaching-learning process improved the different psychological aspects studied.

scholarly journals The Effects of a Physical Education Intervention to Support the Satisfaction of Basic Psychological Needs on the Motivation and Intentions to Be Physically Active

2017 ◽  
Vol 59 (1) ◽  
pp. 5-15 ◽  
Author(s):  
Evelia Franco ◽  
Javier Coterón
Keyword(s):  
Experimental Study ◽  
Physical Education ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Control Group ◽  
Education Students ◽  
Intervention Programme ◽  
Physically Active ◽  
Quasi Experimental ◽  
Experimental Group

AbstractThe aim of the study was to investigate the effects of an intervention to support the basic psychological needs on the satisfaction of these needs, intrinsic motivation, intention to be physically active and some enjoyment-related outcomes in Physical Education. The present study incorporated strategies presented by Standage and Ryan (2012) in a previous study. A quasi-experimental study was conducted with two groups (nexperimental = 30; ncontrol = 23) of 2nd year Secondary Education students aged between 13 and 15 (M = 13.35, SD = .62) by delivering 24 physical education classes. The teacher in the experimental group underwent prior and continual training. The results revealed that the students from the experimental group showed a significant increase in the perception of autonomy and competence. Furthermore, the experimental group showed a greater perception than the control group in the enjoyment related to learning and contents. These results provide information about the efficacy of an intervention programme based on the strategies presented by Standage and Ryan (2012) to foster satisfaction of basic psychological needs and facilitate support for basic psychological needs to promote the development of positive learning-related outcomes.

Basic Psychological Needs, Stress and Coping Strategies - A Comparative Analysis of Pre-Epidemic and Epidemic Experiences

2020 ◽  
Author(s):  
Ryszard Poprawa ◽  
Bianka Lewandowska ◽  
Marta Rokosz ◽  
Katarzyna Tabiś ◽  
Maciej Barański
Keyword(s):  
Social Support ◽  
Psychological Needs ◽  
Stress And Coping ◽  
Basic Psychological Needs ◽  
Control Group ◽  
Global Epidemic ◽  
Positive Reinterpretation ◽  
Emotional Social Support ◽  
And Coping ◽  
Basic Psychological Needs Satisfaction

Background: The global epidemic of SARS-CoV-2 caused various deprivations and threats and forced the implementation of drastic restrictions in the whole world, including Poland. Objectives: Recognizing the consequences of the epidemic in the context of basic psychological needs satisfaction and frustration, the level of experienced stress, and the use of coping strategies.Design: The results of the pre-epidemic group (N = 626; aged 18 - 40) were compared with the results of the epidemic group (N = 282; aged 17 - 44). The following tests were used; BPNS&FS (Chen et al., 2015), PSS (Cohen et al., 1983), and COPE (Carver et al., 1989).Results: Women from the epidemic group reported higher levels of stress, lower satisfaction and higher frustration of autonomy and competence than the control group. Men from the epidemic group differed from the control group only by a higher frustration of autonomy. We found significant differences in coping strategy preference. The epidemic group was characterized by the following strategies: acceptance, mental disengagement, restraint, positive reinterpretation and growth, use of emotional social support, and use of humor.Conclusions: The results are consistent with previously documented reactions to uncontrolled and critical stressors and indicate the adaptability of undertaken coping efforts.

scholarly journals Enhanced student perceptions of learning and performance using concept-point-recovery teaching sessions: a mixed-method approach

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Hyun Jin Cho ◽  
Michael R. Melloch ◽  
Chantal Levesque-Bristol
Keyword(s):  
Academic Success ◽  
Active Learning ◽  
Learning Environment ◽  
Learning Outcomes ◽  
Student Perceptions ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Academic Learning ◽  
Control Group ◽  
The Impact

Abstract Background Active learning pedagogy has recently received a great deal of attention, and many universities have attempted to create student-centered learning environments to improve students’ academic success. The purpose of this study is to explore the impact of concept-point-recovery (CPR) teaching sessions as an active learning strategy on students’ perceptions of the learning environment, motivation, and academic learning outcomes in an electrical engineering course. To investigate the effectiveness of CPR sessions, students’ perceptions of learning and their performance were compared to those of students in a control classroom. Finally, students’ written comments on the course and instructor were explored in further analysis. Results The quantitative findings revealed that there was a significant change in students’ perceptions of learning after the CPR teaching sessions, and there was an increase in students’ perceptions and learning outcomes compared with those of the control group. In addition, the qualitative findings from students’ written feedback demonstrated that students felt that the instructor cared about students’ learning and success and that they had a positive learning environment. Conclusions CPR teaching sessions can be an alternative model for instructors to connect with students and create supportive environments to help students achieve academic success, which in turn promotes the satisfaction of students’ basic psychological needs and self-determined motivation. Therefore, increasing students’ engagement in their learning processes and making connections with students through CPR teaching sessions can facilitate improvements in students’ motivation and academic success. How this new active learning technique can be applied to higher education is discussed.

scholarly journals Modelo de predicción de la satisfacción y diversión en Educación Física a partir de la autonomía y el clima motivacional

2016 ◽  
Vol 15 (2) ◽  
pp. 39 ◽  
Author(s):  
Antonio Baena-Extremera ◽  
Manuel Gómez-López ◽  
Antonio Granero-Gallegos ◽  
Marina Martínez-Molina
Keyword(s):  
Physical Education ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Learning Climate ◽  
And Performance ◽  
Learning And Performance

El objetivo de este trabajo fue hallar un modelo de predicción de la satisfacción y diversión hacia la Educación Física partiendo del clima aprendizaje y teniendo en cuenta el apoyo a la autonomía del profesorado y la propia percepción de autonomía del alumnado. Se utilizó una muestra de 758 alumnos de secundaria con edades entre 13 y 18 años. Se utilizó la versión española adaptada a la Educación Física de los siguientes instrumentos: Learning and Performance Orientations in Physical Education Classes Questionnaire, Learning Climate Questionnaire, Sport Satisfaction Instrument y el factor autonomía del Basic Psychological Needs in Exercise Scale. Los resultados señalaron que el clima motivacional implicante al aprendizaje predecía positivamente el apoyo a la autonomía por parte del profesor y esta predecía la propia percepción de autonomía del alumno. Asimismo, la percepción de autonomía predice positivamente la satisfacción/diversión y negativamente el aburrimiento en las clases. Como conclusión, los docentes deben favorecer un clima aprendizaje que apoye a la autonomía y favorezca la percepción de autonomía en el alumno para conseguir que se diviertan en las clases de Educación Física.

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