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

    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
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


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.

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