Effects of two instructional approaches, Sport Education and Direct Instruction, on secondary education students’ psychological response

  1. Fernández-Río, J. 1
  2. Méndez-Giménez, A. 1
  3. Méndez-Alonso, D. 1
  1. 1 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

Journal:
Sport TK: revista euroamericana de ciencias del deporte

ISSN: 2340-8812,  2254-4070

Year of publication: 2017

Volume: 6

Issue: 2

Pages: 9-20

Type: Article

DOI: 10.6018/300561 DIALNET GOOGLE SCHOLAR lock_openDIGITUM editor

More publications in: Sport TK: revista euroamericana de ciencias del deporte

Abstract

El objetivo de este estudio fue examinar los efectos de dos formatos instructivos, Educación Deportiva e Instrucción Directa, en la respuesta psicológica de un grupo de estudiantes de secundaria. 217 (113 varones, 104 mujeres) estudiantes (12-17 años) de un colegio urbano (de 1º a 4º ESO) accedieron a participar. En cada nivel, todos los sujetos fueron distribuidos aleatoriamente en dos grupos de estudio: el grupo experimental experimentó Educación Deportiva y el grupo comparativo experimentó Instrucción Directa. Diferentes sub-escalas extraídas de varios cuestionarios (PLOC, BPNES, IMI, SGS-PE, PMCSQ-2) fueron usadas para medir los efectos del programa de intervención. Los datos fueron analizados utilizando el programa estadístico SPSS 19.0. Los resultados mostraron que el grupo de Educación Deportiva mejoró de manera significativa la motivación intrínseca, la autonomía, la competencia, el interés, el aburrimiento, la responsabilidad social, las relaciones sociales y el aprendizaje cooperativo. El grupo de Instrucción Directa mostró mejoras significativas solo en autonomía, responsabilidad social y aprendizaje cooperativo. La Educación Deportiva puede promover respuestas psicológicas adaptativas en adolescentes.

Bibliographic References

  • 1. Alexander, K., & Luckman, J. (2001). Australian teachers’ perceptions and uses of the Sport Education curriculum model. European Physical Education Review, 7(3), 243-267.
  • 2. Alexander, K., Taggart, A., & horpe, S, T. (1998). A spring in their steps? Possibilities for professional renewal through Sport education in Australian schools. Sport, Education and Society, 1, 23-46.
  • 3. Araújo, R. (2015). Long-term implementation of Sport education and Step-Game Approach: he development of students’ volleyball competence and student-coaches’ instructional skills. Doctoral Dissertation, University of Porto.
  • 4. Araújo, R., Mesquita, I., & Hastie, P. A. (2014). Review of the status of learning in research on sport education: future research and practice. Journal of Sports Science & Medicine, 13(4), 846-858.
  • 5. Browne, T. B. J., Carlson, T. B., & Hastie, P. A. (2004). A comparison of rugby seasons presented in traditional and sport education formats. European Physical Education Review, 10(2), 199-214.
  • 6. Buckworth, J., Lee, R. E., Regan, G., Schneider, L. K., & DiClemente, C. C. (2007). Decomposing intrinsic and extrinsic motivation for exercise: Application to stages of motivational readiness. Psychology of Sport and Exercise, 8, 441-461.
  • 7. Carlson, T. B. (1995). ‘Now I hink I Can’: he Reactions of Eight Low-Skilled Students to Sport Education. ACHPER Healthy Lifestyles J, 42(4), 6–8.
  • 8. Cecchini, J. A., Gonzalez, C., Mendez-Gimenez, A., & Fernandez-Rio, J. (2011). Achievement goals, social goals, and motivational regulations in physical education settings. Psicothema, 23(1), 51-57.
  • 9. Cuevas, R., García-López, L. M., & Contreras, O. (2015). Inluencia del modelo de Educación Deportiva en las necesidades psicológicas básicas. Cuadernos de Psicología del Deporte, 15(2), 155-162.
  • 10. Chen, A. (2001). A theoretical conceptualization for motivation research in physical education: An integrated perspective. Quest, 2, 35-58.
  • 11. Deci, E. L. (1975). Intrinsic motivation. New York: Plenum.
  • 12. Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behaviour. New York: Plenum.
  • 13. Deci, E. L., & Ryan, R. M. (2000). he ‘what’ and ‘why’ of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227–268.
  • 14. Duda, J. L., Fox, K., Biddle, S. J. H., & Armstrong, N. (1992). Children’s achievement goals and believes about success in sport. British Journal of Educational Psychology, 62, 313-323.
  • 15. Evangelio, C., González-Víllora, S., Serra-Olivares, J., & Pastor-Vicedo, J. C. (2016). El Modelo de Educación Deportiva en España: una revisión del estado de la cuestión y prospectiva. Cuadernos de Psicología del Deporte, 16(1), 307-324.
  • 16. Fernandez-Rio, J. (2009). El modelo de aprendizaje cooperativo. Conexiones con la enseñanza comprensiva [Cooperative learning. Connections with TGfU]. En A. Mendez (coord), Modelos actuales de iniciación deportiva: unidades didácticas sobre deportes de invasión (75-101). Sevilla: Wanceulen.
  • 17. Glass, G. V., McGraw, B., & Smith, M. L. (1981). Meta-Analysis in social research. Beverly Hills, CA: Sage.
  • 18. González-Cutre, D., Sicilia, A. y Moreno J.A. (2008). Modelo cognitivo-social de la motivación de logro en educación física. Psicothema, 20(4), 642-651.
  • 19. Goudas, M., Biddle, S. J. H., & Fox, K. (1994). Perceived locus of causality, goal orientations and perceived competence in school physical education classes. British Journal of Educational Psychology, 64, 453-463.
  • 20. Grant, B. C. (1992). Integrating sport into the physical education curriculum in New Zealand secondary schools. Quest, 44(3), 304–16.
  • 21. Guan, J., McBride, R., & Xiang, P. (2006). Reliability and Validity Evidence for the Social Goal Scale-Physical Education (SGS-PE) in High School Settings. Journal of Teaching in Physical Education, 25, 226-238.
  • 22. Hambleton, R., Merenda, P., & Spielberger, C. (Eds.) (2005). Adapting educational and psychological tests for cross-cultural assessment. Mahwah, NJ: Erlbaum.
  • 23. Hardin, J., & Hilbe, J. (2003). Generalized Estimating Equations. London: Chapman and Hall/CRC.
  • 24. Hastie, P. A. (1996). Student role involvement during a unit of sport education. Journal of Teaching in Physical Education, 16(1), 88–103.
  • 25. Hastie, P. A., Farias, C., & Gutiérrez, D. (2013). Student’s and teachers’ responses to a transatlantic sport education league. Journal of the International Society for Comparative Physical Education and Sport, 35(2), 22-33.
  • 26. Hastie, P. A., & Sinelnikov O. A. (2006). Russian students’ participation in and perceptions of a season of sport education. European Physical Education Review, 12(2), 131–50.
  • 27. Hastie P. A. Sinelnikov O. A., & Guarino, A. J. (2009). he development of skill and tactical competencies during a season of badminton. European Journal of Sport Science, 9(3), 133–40.
  • 28. Hastie, P. A., Martínez, D., & Calderón, A. (2011). A review of research on Sport education: 2004 to present. Physical Education and Sport Pedagogy, 16(2), 103–132.
  • 29. Hastie, P. A., Ward, J. K., & Brock, S. J. (2016). Efect of graded competition on student opportunities for participation and success rates during a season of Sport Education. Physical Education and Sport Pedagogy, 1-12.
  • 30. Hendricks, S. A., Wassell, J. T., Collins, J. W., & Sedlak, S. L. (1996). Power determination for geographically clustered data using generalized estimating equations. Statistics in Medicine, 15, 1951–1960. 31. Ka, L. C., & Cruz, A. (2006). he efect of sport education on secondary six students’ learning interest and collaboration in football lessons. Journal of Physical Education and Recreation (HK), 12(2), 13–22.
  • 32. Kinchin, G. D., & O’Sullivan, M. (2003). Incidences of student support for and resistance to curricular innovation in high school physical education. Journal of Teaching in Physical Education, 22, 245-260.
  • 33. Layne, T. E., & Hastie, P. A. (2016). Analysis of teaching physical education to second-grade students using sport education. Education 3-13, 44(2), 226-240.
  • 34. Layne, T. E., & Yli-Piipari, S. (2015). Efects of the Sport Education model on university students game performance and content knowledge in basketball. Journal of Sports Research, 2(2), 24-36.
  • 35. López Sánchez, L., López Sánchez, G. F., & Díaz Suárez, A. (2015). Efects of a physical activity program on the body image of schoolchildren with ADHD. Cuadernos de Psicología del Deporte, 15(2), 135-142.
  • 36. López Sánchez, G. F., López Sánchez, L. & Díaz Suárez, A. (2016). Efects of a physical activity program on the general dynamic and segmentary coordination of children with ADHD. Journal of Sport and Health Research, 8(2), 115-128.
  • 37. Mahedero, P., Calderón, A., Arias-Estero, J. L., Hastie, P. A., & Guarino, A. J. (2015). Efects of student skill level on knowledge, decision making, skill execution and game performance in a mini-volleyball Sport Education season. Journal of Teaching in Physical Education, 34(4), 626-641.
  • 38. McPhail, A., Gorely, T., Kirk, D., & Kinchin, G. D. (2008). Children’s experiences of fun and enjoyment during a season of sport education. Research Quarterly for Exercise and Sport, 79(3), 344–355.
  • 39. Metzler, M. W. (2005). Instructional models for physical education (2nd ed.). Scottsdale, AZ: Holcomb Hathaway.
  • 40. Mitchell, S. A. (1996). Relationships between perceived learning environment and intrinsic motivation in middle school physical education. Journal of Teaching in Physical Education, 15, 368–383.
  • 41. Moreno, J. A., González-Cutre, D. & Chillón, M. (2009). Preliminary validation in Spanish of a scale designed to measure motivation in physical education classes: the Perceived Locus of Causality (PLOC) Scale. he Spanish Journal of Psychology, 12(1), 327-337.
  • 42. Moreno, J. A., González-Cutre, D., Chillón, M. y Parra, N. (2008). Adaptación a la educación física de la escala de las necesidades psicológicas básicas en el ejercicio [Adaptation of the basic psychological needs scale to physical education]. Revista Mexicana de Psicología, 25(2), 295303.
  • 43. Moreno, J. A., González-Cutre, D. y Sicilia, A. (2007). Metas sociales en las clases de educación física [Social goals in physical education]. Análisis y Modiicación de Conducta, 33, 351-368.
  • 44. Mowling, C. M., Brock, S. J., & Hastie, P.A. (2006). Fourth grade students’ drawing interpretations of a sport education soccer unit. Journal of Teaching in Physical Education, 25(1), 9–35.
  • 45. Newton, M., Duda, J. L. & Ying, Z. (2000). Examination of the psychometric properties of the Perceived Motivational Climate in Sport Questionnaire-2 in a sample of female athletes. Journal of Sports Sciences, 18, 275-290.
  • 46. Ntoumanis, N. (2001). A self-determination approach to the understanding of motivation in physical education. British Journal of Educational Psychology, 71, 225-242.
  • 47. Parker, M. B. & Curtner-Smith, M. D. (2005). Health-related itness in sport education and multiactivity teaching. Physical Education and Sport Pedagogy, 10(1), 1–18.
  • 48. Patrick, H., Hicks, L. & Ryan, A. M. (1997). Relations of perceived social eicacy and social goal pursuit to self-eicacy for academic work. Journal of Early Adolescence, 17, 109-128.
  • 49. Perlman, D. J. (2011). Examination of self-determination within the sport education model. Asian-Paciic Journal of Health Sport and Physical Education, 2(1), 79-92.
  • 50. Perlman, D., & Caputi, P. (2016). Examining the inluence of Sport Education on the precursors of amotivation. European Physical Education Review (in press).
  • 51. Perlman, D. J., & Goc Karp, G. (2010). A self-determined perspective of the sport education model. Physical Education and Sport Pedagogy, 15(4), 401–408.
  • 52. Pritchard, T., Hawkins, A., Wiegand, R., & Metzler, J. N. (2008). Efects of two instructional approaches on skill development, knowledge, and game performance. Measurement in Physical Education and Exercise Science, 12(3), 179-201.
  • 53. Ryan, R. M. & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78.
  • 54. Ryan, R. M., & La Guardia, J. G. (2000). What is being optimized? Self-determination theory and basic psychological needs. In S.H. Qualls and N. Abeles (eds), Psychology and the aging revolution: How we adapt to longer life (145–172). Washington, DC: American Psychological Association.
  • 55. Siedentop, D. (1994). Sport education: Quality P.E. through positive sport experiences. Champaign, IL: Human Kinetics.
  • 56. Siedentop, D., Hastie, P. A., & Van der Mars, H. (2004). Complete guide to sport education. Champaign, IL: Human Kinetics.
  • 57. Sinelnikov, O., Hastie, P., & Prusak, K. (2007). Situational motivation in a season of Sport Education. ICHPER-SD Research Journal, 2(1), 43–47.
  • 58. Spittle, M., & Byrne, K. (2009). he inluence of sport education on student motivation in physical education. Physical Education and Sport Pedagogy, 14(3), 253-266.
  • 59. Sluder, B. J., Buchanan, A. M., & Sinelnikov, O. A. (2009). Using sport education to teach an autonomy-supportive itness curriculum. Journal of Physical Education, Recreation & Dance, 80(5), 20-28.
  • 60. Vallerand, R. J. (1997). Toward a hierarchical model of intrinsic and extrinsic motivation. In M.P. Zanna (ed), Advances in experimental social psychology (271–360). San Diego, CA: Academic.
  • 61. Vincent, V. W. (2005). Statistics in kinesiology (3rd ed.). Champaign, IL: Human Kinetics.
  • 62. Vlachopoulos, S. P., & Michailidou, S. (2006). Development and initial validation of a measure of autonomy, competence, and relatedness in exercise: he Basic Psychological Needs in Exercise Scale. Measurement in Physical Education and Exercise Science, 10(3), 179-201.
  • 63. Wallhead, T. L., & Ntoumanis, N. (2004). Efects of s sport education intervention on students’ motivational responses in physical education. Journal of Teaching in Physical Education, 23(1), 4-18.
  • 64. Wentzel, K. R. (1991). Social competence at school: Relation between social responsibility and academic achievement. Review of Educational Research, 61, 1-24.
  • 65. Xiang, P., Lee, M., & Shen, J. (2001). Conceptions of ability and achievement goals in physical education: Comparisons of American and Chinese students. Contemporary Educational Psychology, 26, 348-365.
Data source: Dialnet