Efectos motivacionales tras la aplicación de roles fijos y rotativos mediante el modelo de Educación Deportiva en Educación Física

  1. Méndez-Giménez, Antonio 1
  2. Mahedero-Navarrete, María del Pilar 2
  3. Puente-Maxera, Federico 1
  4. Martínez de Ojeda, Diego 3
  1. 1 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

  2. 2 Consejería de Educación. Junta de Andalucía
  3. 3 Consejería de Educación. Región de Murcia
Journal:
Cultura, ciencia y deporte

ISSN: 1696-5043

Year of publication: 2023

Volume: 18

Issue: 56

Pages: 15-28

Type: Article

DOI: 10.12800/CCD.V18I56.1177 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Cultura, ciencia y deporte

Abstract

Introduction: Most of the Sport Education model’ nonnegotiable features have been explored. Research focusedon roles (e.g., student-coach) has examined its specific learning processes, but there is scant evidence about itsrotation/non-rotation dynamics. Purpose: Applying the Sport Education model, this study assesses the impact ofroles’ dynamics (permanent or rotation) on adolescents’ motivational variables (achievement goals, basicpsychological needs and motivational regulations) and friendship goals, in a socially vulnerable context. Methods: Aquasi-experimental, simple crossover design with repeated measures (PreT-Post1-Post2) is carried out. Following SportEducation features, two invasion games-units (12 lessons each; basketball and floorball, respectively) were applied.96 students (boys, n = 53, Mage = 12.13; SD = .79; girls, n = 43, Mage = 12.23; SD = .87) belonged to five intact groups ingrade 7 from a high-school take part in this study. These groups are distributed on two experimental groups (GE-1,n = 43; and GE-2, n = 53). Data is collected by questionnaires (students’ perspective) and semi-structured interviews(teacher’s perspective). Results: Overall, permanent roles have a significant impact on achievement goals (e.g.,increase on self-approach) and friendship goals, whereas rotating roles only produces improvements on amotivation.Taking sex into account, both permanent and rotating roles cause improvements on boys’ novelty and competence,respectively. Likewise, both dynamics provoke adverse effects, more substantial on girls. In this way, permanentroles evoke significant increase on girls’ external and introjected regulations, whereas rotating roles lead to bothlower intrinsic motivation and higher amotivation on girls. Conclusions: Given the positive impact regardless of gender,taking permanent roles seems to be more appropriate when dealing with socially vulnerable contexts as well asstudents with no experience with Sport Education model. Content selection and social system are thought to be twoplausible explanations for adverse effects.

Bibliographic References

  • Alcaraz-Ibáñez, M., Carrascosa-Ruiz, I., Martínez-Rosales, E., & Burgueño, R. (2022). Influencia de los contenidos de meta sobre la intención de práctica de ejercicio físico en adolescentes: La importancia de aspirar a desarrollar habilidades. Cultura, Ciencia y Deporte, 17(52), 89-96. http://doi.org/10.12800/ccd.v17i52.1615
  • Ames, C. (1992). Achievement goals, motivational climate and motivational processes. En G. C. Roberts (Ed.). Motivation in sport and exercise, 161- 176. Champaign, IL: Human Kinetics.
  • Brock, S. J., Rovegno, I., & Oliver, K. (2009). The influence of student status on student interactions and experiences during a sport education unit. Physical Education and Sport Pedagogy, 14(4), 355–375. https://doi.org/10.1080/17408980802400494
  • Calderón, A., Hastie, P. A., & Martínez de Ojeda, D. (2010). Aprendiendo a enseñar mediante el modelo de Educación Deportiva. Experiencia inicial en Educación Primaria. Cultura, Ciencia y Deporte, 5, 169-180. http://hdl.handle.net/10952/199
  • Cecchini, J. A., González, C., Méndez-Giménez, A., & Fernández-Río, J. (2011). Achievement goals, social goals, and motivational regulations in physical education settings. Psicothema, 23(1), 51-57. https://reunido.uniovi.es/index.php/PST/article/view/9052
  • Chu, T. L., & Zhang, T. (2018). Motivational processes in Sport Education programs among high school students: A systematic review. European Physical Education Review, 20(10), 1-23. https://doi.org/10.1177/1356336X17751231
  • Cuevas, R., García-López, L. M., & Contreras, O. (2015). Influencia del modelo de Educación Deportiva en las necesidades psicológicas básicas. Cuadernos de Psicología del Deporte, 15(2), 155-162. https://revistas.um.es/cpd/article/view/233921
  • Cuevas, R., García-López, L. M., & Serra-Olivares, J. (2016). Sport Education Model and self-determination theory: An intervention in secondary school children. Kinesiology, 48(1), 30-38. https://doi.org/10.26582/k.48.1.15
  • Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behaviour. Psychological Inquiry, 11, 227-268. https://doi.org/10.1207/S15327965PLI1104_01
  • Dweck, C. S. (1986). Motivational process affects learning. American Psychologist, 41, 1040–1048. https://doi.org/10.1037/0003-066X.41.10.1040
  • Elliot, A. J., Gable, S. L., & Mapes, R. R. (2006). Approach and avoidance motivation in the social domain. Personality and Social Psychology Bulletin, 32, 378-391. https://doi.org/10.1177/0146167205282153
  • Elliot, A. J., & Harackiewicz, J. M. (1996). Approach and avoidance achievement goals and intrinsic motivation: a meditational analysis. Journal of Personality and Social Psychology, 70, 461-475. https://doi.org/10.1037/0022-3514.70.3.461
  • Elliot, A. J., Murayama, K., & Pekrun, R. (2011). A 3 x 2 achievement goal model. Journal of Educational Psychology, 103(3), 632-648. https://psycnet.apa.org/doi/10.1037/a0023952
  • Evangelio, C., Sierra-Díaz, J. M., González-Víllora, S., & Fernández-Rio, J. (2018). Sport education model in elementary and secondary education: Systematic review. Movimento, 24(3), 931-946. https://doi.org/10.22456/1982-8918.81689
  • Fernández-Río, J., Méndez-Giménez, A., & Méndez-Alonso, D. (2017). Efectos de dos formatos instructivos, Educación Deportiva e Instrucción Directa, en la respuesta psicológica de estudiantes de secundaria. SportTK, 6(2), 9-20. https://doi.org/10.6018/300561
  • García-López, L. M., Contreras, O., Penney, D., & Chandler, T. J. L. (2009). The role of transfer in games teaching: Implications in the development of the sports curriculum. European Physical Education Review, 15(1), 47-63. https://doi.org/10.1177/1356336X09105211
  • Gómez, A., Gámez, S., & Martínez, I. (2011). Efectos del género y la etapa educativa del estudiante sobre la satisfacción y la desmotivación en Educación Física durante la educación obligatoria. Ágora para la Educación Física y el deporte, 13(2), 183-196. http://uvadoc.uva.es/handle/10324/23716
  • Gómez, A., Hernández, J., Martínez, I., & Gámez, S. (2014). Necesidades psicológicas básicas en Educación Física según el género y el ciclo educativo del estudiante durante la escolaridad obligatoria. Revista de Investigación Educativa, 32(1), 159-167. http://dx.doi.org/10.6018/rie.32.1.172311
  • González-Cutre, D., Sicilia, A., Sierra, A. C., Ferriz, R., & Hagger, M. S. (2016). Understanding the need for novelty from the perspective of self-determination theory. Personality and Individual Differences, 102, 159-169. https://doi.org/10.1016/j.paid.2016.06.036
  • 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. https://doi.org/10.1111/j.2044-8279.1994.tb01116.x
  • Hastie, P. A., & Casey, A. (2014). Fidelity in models-based practice research in sport pedagogy: A guide for future investigations. Journal of Teaching in Physical Education, 33(3), 422-431. https://doi.org/10.1123/jtpe.2013-0141
  • Hastie, P. A., Sinelnikov, O. A., Wallhead, T., & Layne, T. (2014). Perceived and actual motivational climate of a mastery involving sport education season. European Physical Education Review, 20(2), 215–228. https://doi.org/10.1177/1356336X14524858
  • Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic Inquiry. Beverly Hills, CA: Sage Publications.
  • Liu, J., Xiang, P., Lee, J., & Li, W. (2017). Developing physically literacy in k-12 physical education through achievement goal theory. Journal of Teaching in Physical Education, 36, 292-302. https://doi.org/10.1123/jtpe.2017-0030
  • MacPhail, A., Gorely, T., Kirk, D., & Kinchin, G. (2008). Children’s experiences of fun and enjoyment during a season of sport education. Research Quarterly for Exercise & Sport, 79(3), 344-355. https://doi.org/10.1080/02701367.2008.10599498
  • Martínez de Ojeda, D., & Méndez-Giménez, A. (2018). Percepción de los estudiantes del modelo de educación deportiva durante tres temporadas consecutivas. Acciónmotriz, 20, 37-46. Recuperado a partir de https://www.accionmotriz.com/index.php/accionmotriz/article/view/113
  • Mascret, N., Elliot, A. J., & Cury, F. (2015). Extending the 3 × 2 achievement goal model to the sport domain: The 3 × 2 achievement goal questionnaire for sport. Psychology of Sport and Exercise, 17, 7–14. https://doi.org/10.1016/j.psychsport.2014.11.001
  • Méndez-Giménez, A., Cecchini, J. A., & Fernández-Río, J. (2014). Examinando el modelo de metas de logro 3x2 en el contexto de la Educación Física. Cuadernos de Psicología del Deporte, 14(3), 157-168. https://revistas.um.es/cpd/article/view/211421
  • Méndez-Giménez, A., Fernández-Río, J., & Cecchini, J. A. (2012). Análisis de un modelo multiteórico de metas de logro, metas de amistad y autodeterminación en educación física. Estudios de Psicología, 33(3), 325-336. https://doi.org/10.1174/021093912803758110
  • Méndez-Giménez, A., Fernández-Río, J., & Cecchini, J. A. (2014). Validación de la versión en español del Cuestionario de Metas de Amistad en Educación Física. Universitas Psychologica, 13(1), 227-237. https://doi.org/10.11144/Javeriana.UPSY13-1.vvec
  • Méndez-Giménez, A., Fernández-Río, J., & Cecchini, J. A. (2016). El modelo de Vallerand en adolescentes asturianos: implementación y extensión. Revista Internacional de Medicina y Ciencias de la Actividad Física y el Deporte, 16(64), 703-722. http://dx.doi.org/10.15366/rimcafd2016.64.006
  • Méndez-Giménez, A., Fernández-Río, J., & Méndez-Alonso, D. (2015). Modelo de educación deportiva versus modelo tradicional: efectos en la motivación y deportividad. Revista Internacional de Medicina y Ciencias de la Actividad Física y el Deporte, 15(59), 449-466. http://cdeporte.rediris.es/revista/revista59/artmodelo612.htm
  • Menéndez-Santurio, J. I., & Fernández-Río, J. (2016). Violencia, responsabilidad, amistad y necesidades psicológicas básicas: efectos de un programa de Educación Deportiva y Responsabilidad Personal y Social. Revista de Psicodidáctica, 21(2), 245-260. http://10.1387/RevPsicodidact.15269
  • Menéndez-Santurio, J. I., & Fernández-Río, J. (2017). Responsabilidad social, necesidades psicológicas básicas, motivación intrínseca y metas de amistad en educación física. Retos. Nuevas Tendencias en Educación Física, Deporte y Recreación, 32, 134-139. Disponible en: http://www.redalyc.org/articulo.oa?id=345751100027
  • Metzler, M. W. (2011). Instructional models for physical education (2ª ed.). Scottsdale, AZ: Holcomb Hathaway Publishing.
  • 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 Scale. The Spanish Journal of Psychology, 12(1), 327-337. https://doi.org/10.1017/S1138741600001724
  • Moreno, J. A., González-Cutre, D., Chillón, M., & Parra, N. (2008). Adaptación a la educación física de la escala de las necesidades psicológicas básicas en el ejercicio. Revista Mexicana de Psicología, 25(2), 295-303. Disponible en: http://www.redalyc.org/articulo.oa?id=243016308009
  • Nicholls, J. G. (1984). Conceptions of ability and achievement motivation. En R. Ames & C. Ames (Eds.), Research on motivation in education: Student motivation (1, 39–73). New York, NY: Academic Press.
  • Nunnally, J. C. (1978). Psychometric Theory. New York: McGraw-Hill.
  • Papaioannou, A. G., Tsigilis, N., Kosmidou, E., & Milosis, D. (2007). Measuring perceived motivational climate in physical education. Journal of Teaching in Physical Education, 26(3), 236–259. https://doi.org/10.1123/jtpe.26.3.236
  • Perlman, D. J. (2010). Change in affect and needs satisfaction for amotivated students within the sport education model. Journal of Teaching in Physical Education, 29(4), 433-445. https://doi.org/10.1123/jtpe.29.4.433
  • Perlman, D. J. (2011). Examination of self-determination within the Sport Education Model. Asia-Pacific Journal of Health, Sport and Physical Education, 2(1): 79–92. https://doi.org/10.1080/18377122.2011.9730345
  • Perlman, D. J., & Caputi, P. (2017). Examining the influence of Sport Education on the precursors of amotivation. European Physical Education Review, 23(2), 212–222. https://doi.org/10.1177/1356336X16643921
  • Perlman, D. J., & Goc Karp, G. (2010). A self-determined perspective of the sport education model. Physical Education and Sport Pedagogy, 15, 401–418. https://doi.org/10.1080/17408980903535800
  • Puente-Maxera, F., Méndez-Giménez, A., & Martínez de Ojeda, D. (2018). Modelo de Educación Deportiva y rotación de roles. Efectos de una intervención sobre las variables motivacionales de estudiantes de primaria. Cultura, Ciencia y Deporte, 39(13), 281-290. https://doi.org/10.12800/ccd.v1i1.1149
  • Richaud, M. C. (2013). Contributions to the study and promotion of resilience in socially vulnerable children. American Psychologist, 68, 751–758. https://doi.org/10.1037/a0034327
  • Rocamora-Ortega, I., González-Víllora, S., Fernández-Rio, J., & Arias-Palencia, N. M. (2019). Physical activity levels, game performance and friendship goals using two different pedagogical models: Sport Education and Direct Instruction. Physical Education and Sport Pedagogy, 24(1), 87-102. https://doi.org/10.1080/17408989.2018.1561839
  • Ruíz, J. R. (2012). Metodología de la investigación cualitativa (5ª ed.). Bilbao: Universidad de Deusto.
  • Sevil, J., Abós, A., Julián, J. A., Murillo, B., & García-González, L. (2015). Género y motivación situacional en Educación Física: claves para el desarrollo de estrategias de intervención. RYCIDE. Revista Internacional de Ciencias del Deporte, 11(41), 281-296. https://doi.org/10.5232/ricyde2015.04106
  • Shen, B. (2015). Gender differences in the relationship between teacher autonomy support and amotivation in physical education. Sex Roles, 72(3-4), 163-172. https://doi.org/10.1007/s11199-015-0448-2
  • Siedentop, D. (1994). Sport education: Quality PE through positive sport experiences. Champaign, IL: Human Kinetics.
  • Siedentop, D., Hastie, P. A., & van der Mars, H. (2011). Complete Guide to Sport Education. (2ª ed.). Champaign, IL: Human Kinetics.
  • Sierra-Díaz, M. J., Evangelio, C., Pérez-Torralba, A., & González-Víllora, S. (2018). Hacia un comportamiento más social y cooperativo en educación física: aplicación del modelo de educación deportiva. SPORT TK Revista Euroamericana de Ciencias del Deporte, 7(2, Supl. 1), 83-90. https://doi.org/10.6018/sportk.343281
  • Sinelnikov, O. A. (2009). Sport education for teachers: Professional development when introducing a novel curriculum model. European Physical Education Review, 15, 91- 114. https://doi.org/10.1177/1356336X09105
  • Sinelnikov, O. A., & Hastie, P. A. (2010). A motivational analysis of a season of Sport Education. Physical Education and Sport Pedagogy, 15(1), 55-69. https://doi.org/10.1080/17408980902729362
  • Slingerland, M., Haerens, L., Cardon, G., & Borghouts, L. (2013). Differences in perceived competence and physical activity levels during single-gender modified basketball game play in middle school physical education. European Physical Education Review, 20(1), 20-35. https://doi.org/10.1177/1356336X13496000
  • Sommet, N., & Elliot, A. J. (2016). Achievement Goals. En: Zeigler-Hill, V., & Shackelford, T. (eds) Encyclopedia of Personality and Individual Differences. Springer, Cham.
  • Spittle, M., & Byrne, K. (2009). The influence of Sport Education on student motivation in physical education. Physical Education and Sport Pedagogy, 14(3), 253-266. https://doi.org/10.1080/17408980801995239