scholarly journals Keys to learning Physical Education during confinement (Claves para aprender Educación Física durante el confinamiento)

Retos ◽  
2021 ◽  
Vol 43 ◽  
pp. 875-886
Author(s):  
Sagrario Del Valle Díaz ◽  
Esther Cabanillas Cabanillas Cruz ◽  
Eduardo Villamil Cabello ◽  
Ricardo De la Vega Marcos
Keyword(s):  
High School Students ◽  
Physical Education ◽  
Psychological Needs ◽  
Multiple Regression Model ◽  
Basic Psychological Needs ◽  
Teacher Competence ◽  
School Students ◽  
Multiple Variables ◽  
Learning Competence ◽  
Mediation Models

  The purpose of this study was to identify the relationship between learning physical education competence, teachers´ competence and students' motivation in quarantine. A primary goal of physical education is to develop competence in physically literate individuals with the knowledge, skills, and confidence necessary for a physically active lifestyle. Guided by the teachers´ competence and expectancy-value and interest motivation theories. Method: 686 high school students (297 male and 390 women) from 17 Spanish regions of different social classes and level of instruction, provided data on expectancy beliefs and perceived knowledge of learning competence of physical education, intrinsic motivation, and teachers’ competence. Data were analyzed using descriptive statistics and a simultaneous multiple regression model. To determine the best predictor of each subscale of the learning competence of physical education four parallel mediation models were examined. The mediation models were conducted to test “simultaneous mediation by multiple variables” Results: It was found that teacher competence was a significant predictor of knowledge transference (b = .42, s.e.= .02, p < .001), mediated by psychological needs competence, autonomy, and relatedness. The standardized regression coefficient for this path is .42. The total indirect effect was significant (.17, CI [.13, .21]). Conclusion: This study demonstrates that teacher competence was a significant predictor of learning physical education competence mediated by psychological needs competence. Students' beliefs about success in physical education have a limited influence on the teachers´ competence and knowing how to attend to the basic psychological needs of the students, in confinement.  Resumen. El propósito de este estudio es identificar la relación existente entre el aprendizaje en educación física, la competencia de los docentes y la motivación de los estudiantes durante la cuarentena. Han participado 686 estudiantes de secundaria (297 hombres y 390 mujeres), con diferente clase social y nivel de instrucción, todos ellos proporcionaron datos sobre el conocimiento percibido del aprendizaje en educación física, la motivación intrínseca respecto a sus necesidades psicológicas básicas y la competencia de los profesores. Los datos se analizaron mediante estadística descriptiva y un modelo de regresión múltiple simultánea. Para determinar el mejor predictor de cada subescala del aprendizaje de educación física se examinaron cuatro modelos de mediación paralelos. Los modelos de mediación se realizaron para probar la “mediación simultánea por múltiples variables”. Se encontró que la competencia docente fue un predictor significativo de la transferencia de conocimiento (b = .42, se = .02, p <.001), mediada por necesidades psicológicas competencia, autonomía y relación. El coeficiente de regresión estandarizado fue .42. El efecto indirecto total fue significativo (.17, IC [.13, .21]). Este estudio demuestra que la competencia docente fue un predictor significativo del aprendizaje de la educación física mediado por las necesidades psicológicas básicas de los estudiantes en el confinamiento.

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.

Test Anxiety in Potential First-Generation Students: A Longitudinal Examination of the Role of Psychological Needs

2020 ◽  
Vol 14 (2) ◽  
pp. 33-49
Author(s):  
Natalie Spadafora ◽  
Emily L. Murphy ◽  
Danielle S. Molnar ◽  
Dawn Zinga
Keyword(s):  
High School ◽  
High School Students ◽  
Test Anxiety ◽  
First Generation ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Report ◽  
First Generation Students ◽  
School Students ◽  
Post Secondary

It is estimated that 15-22% of students have high levels of test anxiety (von der Embse, Jester, Roy, & Post, 2018), which can be associated with greater academic stress and poorer educational performance (e.g., Steinmayr, Crede, McElvany, & Withwein, 2016). First-generation students (where neither parent has completed post-secondary education) are a critical group to study given that they are at higher risk for poorer educational attainment and being unsuccessful at the post-secondary level. Therefore, the purpose of this study was to examine the link between basic psychological needs and test anxiety in a sample of first-generation Ontario high school students across two points in time (N = 147;  Mage = 14.82, SD = 1.28). Self-report data was collected as a part of an on-going longitudinal study focusing on students attending a high school with specialized programming to enhance the transition to post-secondary institutions. Results from cross-lagged path analyses indicated that being older, female, and having higher levels of needs frustration significantly predicted higher levels of test anxiety over time within this sample. Our results highlight important educational implications, emphasizing the importance of fostering classroom environments where students perceive their psychological needs to be met, particularly within this unique population of students.

scholarly journals Examining the Factors Contributing to Adolescents’ Online Game Addiction

2019 ◽  
Vol 35 (3) ◽  
pp. 444-452
Author(s):  
Seyhan Bekir ◽  
Eyüp Çelik
Keyword(s):  
High School Students ◽  
Sensation Seeking ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Gaming Addiction ◽  
Online Game ◽  
School Students ◽  
Independent Variables ◽  
Game Addiction ◽  
The Individual

En este estudio, el objetivo fue examinar el nivel de adicción a los juegos en línea entre los estudiantes de secundaria en términos de necesidades psicológicas básicas y búsqueda de sensaciones. El grupo de estudio consistió en 214 estudiantes de secundaria, 150 de los cuales eran hombres y 64 mujeres. Los datos del estudio se recolectaron utilizando la Escala de Adicción a los Juegos en Línea, la Escala de Necesidades Psicológicas Básicas y la Escala de Búsqueda de Sensaciones. La variable dependiente de la investigación es la adicción a los juegos en línea, mientras que las variables independientes son la búsqueda de emoción, las necesidades psicológicas básicas, el género, el tipo de juego en línea que el individuo aprende en línea y el tipo de juego en línea. El análisis de regresión múltiple se utilizó para determinar si las variables independientes predijeron la variable dependiente. De acuerdo con el resultado del análisis de correlación, se ha encontrado que existe una relación positiva y significativa entre la adicción al juego en línea y la búsqueda de sensaciones y las necesidades psicológicas básicas. In this study, it was aimed to examine the level of online game addiction among high school students in terms of basic psychological needs, sensation seeking and some variables. The study group of the study consisted of 214 high school students, 150 of whom were male and 64 female. Data from the study were collected using the Online Game Addiction Scale, the Basic Psychological Needs Scale, and the Sensation Seeking Scale. The dependent variable of the research is the online game addiction, while the independent variables are the search for excitement, basic psychological needs, gender, the type of online game the individual learns online and the type of online game played. Multiple regression analysis was used to determine whether the independent variables predicted the dependent variable. In addition, it was determined by independent sample t test whether the level of online gaming addiction differed according to sex, and at the same time whether the individual was different according to the type of online game or not was also examined by one way variance analysis. According to the result of correlation analysis, it has been found that there is a positive and significant relationship between online gaming addiction and the sensation seeking and basic psychological needs. Besides, it was also determined that the level of online game addiction differ statistically significantly depending on the variables such as gender, from whom the game was learned and the type of online game.

Prediction of resiliency based on Family communication patterns and satisfying basic psychological needs

2015 ◽  
Vol 5 (1) ◽  
pp. 11-17 ◽  
Author(s):  
Ghavam Moltafet
Keyword(s):  
High School Students ◽  
Family Communication ◽  
Psychological Needs ◽  
Need Satisfaction ◽  
Basic Psychological Needs ◽  
Communication Patterns ◽  
Family Communication Patterns ◽  
School Students ◽  
Mediating Role ◽  
The Relationship

he purpose of this study was to investigate the relationship between family communication patterns and Resiliency with mediating role of satisfying basic psychological needs in high school students. Therefore, 379 participants (183 males and 196 females) were selected by multistage random cluster sampling among high school students in Dezful city. The research tools include: Basic need satisfaction in relationship (Deci & Ryan, 2000). Resilience Scale of Connor - Davidson (2003) and Revised Family Communication Patterns Questionnaire (Koerner and Fitzpatrick, 2002). The reliability and validity of the instruments were approved. To test the model, Path analysis was used that results indicated that among dimensions of family communication patterns, the dialogue dimension has a significant positive direct and indirect effect on resiliency through three psychological. In addition Conformity dimension had indirect effect on resiliency through satisfying needs for relatedness. In sum the results showed that basic need satisfaction had a mediating role in the relationship between family communication pattern and resiliency. The findings of this study are good evidences of direct and indirect impact of parents on children. Therefore, the families who were trying to have a dialogue with children, pay attention to their demands, this resulted in child resilience. Keywords: Dialogue, need for relatedness, need for competence and resiliency. 

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.

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