Diseño y efecto de un programa basado en el fomento de la responsabilidad sobre la motivación y sus consecuencias en jóvenes escolares de educación física

Résumé

The main purpose of this paper is to study and analyze the influence of social and motivational factors that could influence the genesis of positive consequences associated to the implementation of the Personal and Social Responsibility Model (MRPS) in Physical Education classes. For this, two different studies have been carried out. Study 1: Objectives: Knowing in a preliminary way the relationships between the perceived responsibility by students, psychological mediators, self-determined motivation, sportsmanship, lifestyle and intention to be physically active, and to propose a prediction model in line with the postulates of the model hierarchical of intrinsic and extrinsic motivation. Methodology: A cross-sectional study was designed. Participants were 128 PE students (68 boys and 60 girls) aged 11 to 15 years (M = 12.45, SD = 1.15) belonging to three state schools in the Region of Murcia. A structural regression analysis was carried out through a stepwise approach. Results: The perceived responsibility of the students positively predicted the satisfaction of the psychological mediators, who in turn predicted states of self-determined motivation. As a consequence, a greater importance of sportsmanship, intention of future practice and lifestyle of the participating students is explained. Conclusions: The promotion of responsibility by Physical Education teacher contributes, once the basic psychological needs are satisfied, to increase the self-determined motivation of the students, a key aspect and mediator for the promotion of sports behaviors and genesis of healthy habits in students , contributing to the transfer of these values to society. Study 2: Objectives: The purpose of this study was to asses experimentally the effects of an intervention based on the MRPS on the variables contemplated in Study 1, trying to guarantee the fidelity of the intervention by the teachers of the experimental group. Methodology: A quasi-experimental design of pretest-posttest repeated measures with control group was used. Participants were 72 students of Physical Education belonging to four natural groups, structured in an experimental group (2 groups, one of 6º of Primary and one of 1º ESO) of 35 students and control group (2 groups, one of 6º of Primary and one of 1º ESO) of 37 students. There were also four PE teachers aged between 31 and 59. The intervention of the teachers was analyzed. We compared the control and experimental condition of the student groups before and after the intervention by means of analysis of variance (Manova and Mancova respectively) and analyzed the effect of the intervention by means of an Ancova of repeated measures, taking the age of the participants as covariate. Results: The results revealed a differentiated use of strategies of promotion of responsibility by the teachers of the experimental group in comparison with those of the control group. Relative to the effects of the intervention of the program, a significant increase in the scores of all the scales of the students belonging to the experimental group except in the lifestyle was reflected, although a positive tendency is shown. Conclusions: The results reinforce the effectiveness of the MRPS in the promotion of student responsibility and it generates increases in the self-determined motivation of the students. As a consequence, Physical Education can contribute to a sporting behavior of students as well as a significant change in the intention of practice and lifestyle, assuming the educational demands of generating healthy habits and attitudes in students.