La Educación Física bilingüe como forma de motivar hacia el aprendizaje en una lengua extranjera. Estudio preliminar basado en el Modelo Trans-Contextual (Bilingual Physical Education as a way to motivate learning in a foreign language. Preliminary study

El objetivo de este trabajo ha sido estudiar la relación entre la percepción de un clima de apoyo a la autonomía, la motivación autónoma en Educación Física (EF) y el aprendizaje en Lengua Extranjera (LE), la Disposición a comunicarse en LE para las cuatro destrezas lingüísticas, y las calificaciones en el área de LE. La muestra de este estudio preliminar se compuso de 401 estudiantes (169 chicos y 232 chicas), con una edad media de 13.7 años, de cursos de primero de ESO a primero de Bachillerato de la provincia de Almería. Se utilizó un cuestionario con diversas preguntas y con la escala Language Learning Orientations Scale-Intrinsic Motivation, el cuestionario de Extrinsic Motivation and Amotivation Subscales, el Sport Motivation Scale para la EF, el Learning Climate Questionnaire y la escala Willingness to Communicate in the Classroom. Se llevaron a cabo análisis descriptivos, de correlación y modelos estructurales. Como conclusión, se puede afirmar que en el caso de la motivación autónoma en EF AICLE, existe un “salto trans-contextual” del contexto de la EF al de la LE. Palabras clave: Educación Física, enseñanza, bilingüismo, lengua extranjera, Modelo Trans-Contextual. Abstract: The aim of this research was to study the relationship between the perception of a climate of support for autonomy, autonomous motivation in Physical Education PE and learning in Foreign Language (LE), the Willingness to communicate in FL for the four linguistic skills, and the qualifications in the area of LE. The sample of this preliminary study consisted of 401 students (169 boys and 232 girls), with an average age of 13.7 years, of courses from first of ESO to first of Bachelor´s degree of the province of Almería. A questionnaire was used with several questions and with the Language Learning Orientations Scale-Intrinsic Motivation scale, the Extrinsic Motivation and Amotivation Subscales questionnaire, the Sport Motivation Scale for EF, the Learning Climate Questionnaire and the Willingness to Communicate in the Classroom scale. Descriptive analyzes, correlation and structural models were carried out. In conclusion, it can be affirmed that in the case of autonomous motivation in CLIL EF, there is a “trans-contextual leap” from the context of the PE to that of the FL.

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

Journal of Sport and Exercise Psychology ◽

10.1123/jsep.17.1.35 ◽

1995 ◽

Vol 17 (1) ◽

pp. 35-53 ◽

Cited By ~ 522

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.

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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 ◽

10.47197/retos.v0i24.34523 ◽

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.

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Sport Participation Motivation of Athletes with Intellectual Disabilities

Baltic Journal of Sport and Health Sciences ◽

10.33607/bjshs.v3i70.490 ◽

2018 ◽

Vol 3 (70) ◽

Author(s):

Jūratė Požėrienė ◽

Rūta Adomaitienė ◽

Vida Ostasevičienė ◽

Diana Rėklaitienė ◽

Inga Kragnienė

Keyword(s):

Mental Retardation ◽

Intellectual Disabilities ◽

Extrinsic Motivation ◽

Sport Participation ◽

Special Olympics ◽

Sport Motivation ◽

Participation Motivation ◽

Motivation Scale ◽

Sport Motivation Scale ◽

Individuals With Intellectual Disabilities

Special Olympics have grown and became the largest worldwide provider of sport opportunities for individuals with intellectual disabilities. In addition, Special Olympics sport programs participation is associated with improved physical fitness and motor skills as well as increased self-esteem, self-confidence, social competence and positive self-perceptions. But there is still limited research regarding sport participation motivation in Special Olympics, so the aim of the study was to identify why individuals with intellectual disabilities have joined and continue to participate in Special Olympics program. This study evaluated sport participation motivation of 102 (60 males and 42 females) SO athletes aged 12 to 16 years (mean age 14.12, SD = 1.47). The sampling design was purposive in that participants had to meet criteria of mental retardation, to come from the same Kaunas region, and to participate in sport for 1—2 hours twice a week for a minimum 6 months. To measure sport motivation were used the Sport Motivation Scale (SMS) (Pelletier et al., 1995). The Lithuanian validation of this modified sport motivation scale (SMS) for persons with mild mental retardation was done by Sajute (2002). The results showed that Special Olympics sport participants expressed significantly greater identified regulation level (extrinsic motivation) than intrinsic motivation, and the mean score of external regulation (extrinsic motivation) was higher compared to intrinsic motivation. Results showed the most motivating factors for participants was winning ribbons and medals, fun, being pretty skilled and spend time with friends. While sport participation motives of athletes with intellectual disabilities varied, they were not so different between genders. No significant differences were found between genders. Our study supported the use of self-determination theory for the evaluation of motivation for participation in Special Olympics sport programs.Keywords: intellectual disabilities, sport participation, extrinsic and external motivation.

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Relation between motivational factors and levels of anxiety en cheerleaders precompetition

International journal of psychological research ◽

10.21500/20112084.802 ◽

2011 ◽

Vol 4 (1) ◽

pp. 80-91

Author(s):

Nubia Ibeth Lopez Becerra

Keyword(s):

Extrinsic Motivation ◽

Pearson Correlation ◽

American Psychological Association ◽

Training Group ◽

Motivational Factors ◽

Measuring Instruments ◽

High Positive Correlation ◽

Sport Motivation ◽

Motivation Scale ◽

Sport Motivation Scale

This study is not experimental, correlational. Analyze the relationship between motivational factors and anxiety levels in both elite cheerleading Selection Colombia and cheerleading training Mongui school sports. The population is made up of 20 elite-level cheerleading with an age range between 14 and 25 years old and 20 cheerleaders in training between the ages of 10 and 14 years old. The measuring instruments used are the Sport Motivation Scale (SMS Sport Motivation Scale) Pelletier, Fortier, Vallerand, Briere, & Blais Tuson (1995). Validated for the Colombian population by Losada & Rodríguez (2007) and the STAI questionnaire (State-Trait Anxiety Inventory) of Spilberger, Gorsuch & Lushne (1986). Validated by American Psychological Association (APA). The analysis of results using the Pearson correlation coefficient and the SPSS 17.0 statistical package showed that there is a high positive correlation between levels of anxiety and extrinsic motivation for the elite group, while for the training group there were no significant results between the variables studied in this investigation.

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The Sport Motivation Scale for Children: Preliminary Analysis in Physical Education Classes

Perceptual and Motor Skills ◽

10.2466/pms.101.1.43-54 ◽

2005 ◽

Vol 101 (1) ◽

pp. 43-54 ◽

Cited By ~ 12

Author(s):

Panayotis N. Zahariadis ◽

Haralambos Tsorbatzoudis ◽

George Grouios

Keyword(s):

Physical Education ◽

Elementary School Students ◽

Concurrent Validity ◽

Preliminary Analysis ◽

Extrinsic Motivation ◽

Discriminant Validity ◽

School Students ◽

Sport Motivation ◽

Motivation Scale ◽

Sport Motivation Scale

This study was done to test the psychometric properties of the modified version of the Sport Motivation Scale adapted for children in physical education. Participants were elementary school students ( N = 452, Mage = 13.9 ± 1.04) who responded to the Sport Motivation Scale for Children. The scale assesses three types of motivation at the contextual level, namely, Intrinsic Motivation, Extrinsic Motivation, and Amotivation. Results supported the construct validity ( CFI = .95), and internal consistency of the scale (Cronbach α>.65). Correlations indicated Sport Motivation Scale for Children simplex pattern exhibiting higher correlations among adjacent subscales than subscales farther apart. The concurrent validity, examined through correlations with scores on the Physical Self-description Questionnaire was satisfactory. Sex differences were examined to assess the discriminant validity. Boys were more intrinsically motivated than girls. Overall, the scale seems a useful one for assessment of motivation in physical education.

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Are team sport games more motivating than individual exercise for middle-aged women?

Kinesiology ◽

10.26582/k.50.1.5 ◽

2018 ◽

Vol 50 (1) ◽

pp. 34-42 ◽

Cited By ~ 3

Author(s):

Johan M. Wikman ◽

Glen Nielsen

Keyword(s):

Intrinsic Motivation ◽

Repeated Measures ◽

Extrinsic Motivation ◽

Self Determination Theory ◽

Team Sport ◽

Self Determination ◽

Intervention Period ◽

Sport Motivation ◽

Motivation Scale ◽

Sport Motivation Scale

The aim of this study was to investigate the levels of motivation associated with participation in floorball (indoor hockey) and spinning, and how levels of motivation predicted continuation. A sample of 66 middleaged women participated in a 12-week intervention of either floorball or spinning. They filled out the Sport Motivation Scale in week 2 and week 11 of the intervention, and data on their continuation six and 12 months after the intervention was also collected. A repeated measures MANOVA showed that participants in the floorball group had higher levels of intrinsic and self-determined extrinsic motivation for the activity during the intervention period, suggesting that floorball is a more motivating activity. In addition, extrinsic motivation the introjected regulation increased in both groups during the intervention period. Intrinsic motivation, as well as extrinsic motivation introjected regulation, predicted participants’ continuation six and 12 months after the intervention, suggesting that motivation as viewed in a Self-Determination Theory perspective is important for continuation.

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