Diseño, aplicación y evaluación de unidades híbridas en Educación Físicaun estudio basado en la teoría de la autodeterminación

  1. Uria-Valle, P. 1
  2. Gil-Arias, A 1
  1. 1 Universidad Rey Juan Carlos
    info

    Universidad Rey Juan Carlos

    Madrid, España

    ROR https://ror.org/01v5cv687

Revista:
Retos: nuevas tendencias en educación física, deporte y recreación

ISSN: 1579-1726,  1988-2041

Ano de publicación: 2022

Número: 45

Páxinas: 245-258

Tipo: Artigo

DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Outras publicacións en: Retos: nuevas tendencias en educación física, deporte y recreación

Resumo

The purpose of this study was to examine the effects of a hybrid sport education / teaching games for understanding (SE/TGfU) on variables related to self-determination theory, as well as to make an analysis according to the gender of the students. Participants were 41 secondary school students (Mage = 12.78, SD = 0.69), who were taught through a hybrid SE/TGfU unit of 15 lessons. The structure of this unit was designed according to the characteristics of SE model, while learning tasks were designed using the pedagogical principles of TGfU model. Both self-reported validated questionnaires and focus groups were used before and after intervention to assess students’ motivational responses. A 2 x 2 within-test time (pre-test and post-test) x gender (boys and girls) MANOVA was conducted for data analysis. After the hybrid SE/TGfU unit, both quantitative and qualitative findings showed improvements in students’ perceptions of need-support from the physical education teacher, basic psychological needs satisfaction, novelty, autonomous motivation, and intention to be physically active, compared to baseline values. The use of hybrid SE/TGfU units promotes an inclusive and equitable learning environment where all students have opportunities to improve their motivational outcomes, regardless of their gender.

Referencias bibliográficas

  • Bunker, D. & Thorpe, R. (1982). A model for the teaching of games in the secondary school. Bulletin of Physical Education, 10, 9–16.
  • Burgueño, R., García-González, L., Abós, Á., & Sevil-Serrano, J. (2022). Students’ motivational experiences across profiles of perceived need-supportive and need-thwarting teaching behaviors in physical education. Physical Education and Sport Pedagogy, artículo publicado online, https://doi.org/10.1080/17408989.2022.2028757
  • Capella-Peris, C., Gil-Gómez, J., & Chiva-Bartoll, Ò. (2020). Innovative Analysis of Service-Learning Effects in Physical Education: A Mixed-Methods Approach. Journal of Teaching in Physical Education, 39(1), 102–110.
  • Carlson, T. B. & Hastie, P. A. (1997). The student social system within sport education. Journal of Teaching in Physical Education, 16, 176–195.
  • Chalabaev, A., Sarrazin, P., & Fontayne, P. (2009). Stereotype endorsement and perceived ability as mediators of the girls’ gender orientation-soccer performance relationship. Psychology of Sport and Exercise, 10(2), 297–299.
  • Chalabaev, A., Sarrazin, P., Fontayne, P., Boiché, J., & Clément-Guillotin, C. (2013). The influence of sex stereotypes and gender roles on participation and performance in sport and exercise: Review and future directions. Psychology of Sport and Exercise, 14, 136–144.
  • Chu, T. L. & Zhang, T. (2018). Motivational processes in Sport Education programs among high school students: A systematic review. European Physical Education Review, 24(3), 372–394.
  • Chu, T.L., Zhang, T., Thomas, K., Zhang, X., & Gu, X. (2019). Predictive strengths of basic psychological needs in physical education among Hispanic children: A gender-based approach. Journal of Teaching in Physical Education, 38(3), 233–240.
  • Cohen, L., Manion, L., y Morrison, K. (2007). Research Methods in Education (6th ed.). London and New York, NY: Routledge Falmer.
  • Comunidad de Madrid. (2015). Decreto 48/2015, de 14 de mayo, del Consejo de Gobierno, por el que se establece para la Comunidad de Madrid el currículo de la Educación Secundaria Obligatoria. Madrid: Consejería de Educación, Juventud y Deporte.
  • 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.
  • Deci, E. L. & Ryan, R. M. (2008). Self-determination theory: A macrotheory of human motivation, development, and health. Canadian Psychology, 49(3), 182–185.
  • Dyson, B., Griffin, L. L., & Hastie, P. (2004). Sport education, tactical games, and cooperative learning: Theoretical and pedagogical considerations. Quest, 56(2), 226–240.
  • Farias, C., Hastie, P., & Mesquita, I. (2017). Towards a more equitable and inclusive learning environment in Sport Education: results of an action research-based intervention. Sport, Education and Society, 22, 460–476.
  • Fernández-Río, J., Calderón, A., Alcalá, D. H., Pérez-Pueyo, Á., & Cebamanos, M. A. (2016). Modelos pedagógicos en educación física: consideraciones teórico-prácticas para docentes. Revista Española de Educación Física y Deportes, 413, 55–75.
  • Ferriz, R., González-Cutre, D., & Balaguer-Giménez, J. (2020). Agentes sociales de la comunidad educativa, satisfacción de novedad y actividad física. Cultura, Ciencia y Deporte, 15(46), 519–528.
  • Ferriz, R., González-Cutre, D., & Sicilia, A. (2015). Revisión de la Escala del Locus Percibido de Causalidad (PLOC) para la Inclusión de la Medida de la Regulación Integrada en Educación Física. Revista de Psicología del Deporte, 24(2), 1–10.
  • García-González, L., Abós, Á., Diloy-Peña, S., Gil-Arias, A., & Sevil-Serrano, J. (2020). Can a hybrid sport education/teaching games for understanding volleyball unit be more effective in less motivated students? An examination into a set of motivation-related variables. Sustainability, 12(15), 6170.
  • García-López, L. M. & Gutiérrez, D. (2017). Aprendiendo a Enseñar Deporte (2.a ed.). Barcelona: Inde.
  • Gil-Arias, A., Diloy-Peña, S., Sevil-Serrano, J., García-González, L., & Abós, Á. (2021). A Hybrid TGfU/SE Volleyball Teaching Unit for Enhancing Motivation in Physical Education: A Mixed-Method Approach. International Journal of Environmental Research and Public Health, 18(1), 110.
  • Gil-Arias, A., Harvey, S., Cárceles, A., Práxedes, A., & Del Villar, F. (2017) Impact of a hybrid TGfU-Sport Education unit on student motivation in physical education. PLOS ONE, 12(6), https://doi.org/10.1371/journal.pone.0179876
  • Gil-Arias, A., Harvey, S., García-Herreros, F., González-Víllora, S., Práxedes, A., & Moreno, A. (2020). Effect of a hybrid teaching games for understanding/sport education unit on elementary students’ self-determined motivation in physical education. European Physical Education Review, 27(2), 366–383.
  • Gómez-Buendía, Á., Sánchez-Alcaraz, B. J., Cifo-Izquierdo, M. I., & Gómez-Mármol, A. (2021). Efectos de un modelo híbrido de enseñanza (MED + TGfU) y el modelo de responsabilidad personal y social sobre la deportividad y la diversión en estudiantes de 4º ESO y 1º Bachillerato. Retos, 43, 550–559.
  • González-Cutre, D. & Sicilia, Á. (2019). The importance of novelty satisfaction for multiple positive outcomes in physical education. European Physical Education Review, 25(3), 859–875.
  • González-Cutre, D., Sicilia, Á., 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.
  • González-Villora, S., Evangelio, C., Sierra-Díaz, J., & Fernández-Río, J. (2019). Hybridizing pedagogical models: A systematic review. European Physical Education Review, 25(4), 1056–1074.
  • Guba, E. G. & Lincoln, Y. S. (1989). Fourth generation evaluation. Newbury Park, CA: Sage.
  • Guijarro, E., Rocamora, I., Evangelio, C., & González-Villora, S. (2020). El modelo de Educación Deportiva en España: una revisión sistemática. Retos, 38, 886–894.
  • Haerens, L., Kirk, D., Cardon, G., De Bourdeaudhuij, I., & Vansteenkiste, M. (2010). Motivational profiles for secundary school physical education and its relationship to the adoption of a physically active lifestyle among university students. European Physical Education Review, 16(2), 117–139.
  • Haerens, L., Vansteenkiste, M., De Meester, A., Delrue, J., Tallir, I., Vande Broek, G., ... Aelterman, N. (2018). Different combinations of perceived autonomy support and control: Identifying the most optimal motivating style. Physical Education and Sport Pedagogy, 23(1), 16–36.
  • Hagger, M. S. & Chatzisarantis, N. L. (2016). The trans-contextual model of autonomous motivation in education: Conceptual and empirical issues and meta-analysis. Review of Educational Research, 86(2), 360–407.
  • Harrington, D. M. & O’Reilly, M. (2020). The reimagination of school-based physical activity research in the COVID-19 era. PLoS medicine, 17(8), e1003267.
  • Harvey, S., Cushion, C. J., & Massa-Gonzalez, A. N. (2010). Learning a new method: Teaching Games for Understanding in the coaches’ eyes. Physical Education and Sport Pedagogy, 15(4), 361–382.
  • Harvey, S. & Jarrett, K. (2014). A review of the game-centred approaches to teaching and coaching literature since 2006. Physical Education and Sport Pedagogy, 19, 278–300.
  • Harvey, S. & Light, R. L. (2015). Questioning for learning in game-based approaches to teaching and coaching. Asia-Pacific Journal of Health, Sport and Physical Education, 6(2), 175–190.
  • 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.
  • Hastie, P. A. & Curtner-Smith, M. D. (2006). Influence of a hybrid sport education – teaching games for understanding unit on one teacher and his students. Physical Education and Sport Pedagogy, 11(1), 1–27.
  • Kinnerk, P., Harvey, S., MacDonncha, C., & Lyons, M. (2018). A review of the game-based approaches to coaching literature in competitive team sport settings. Quest, 70(4), 401–418.
  • Mandigo, J., Holt, N., Anderson, A., & Sheppard, J. (2008). Children's motivational experiences following autonomy-supportive games lessons. European Physical Education Review, 14(3), 407–425.
  • Méndez-Giménez, A. (2003). Nuevas propuestas lúdicas para el desarrollo curricular de educación física. Barcelona: Paidotribo.
  • Menéndez-Santurio, J. & Fernández-Río, J. (2016). Hibridación de los modelos de Educación Deportiva y Responsabilidad Personal y Social: una experiencia a través de un programa de kickboxing educativo. Retos, 30, 150–158.
  • Moreno, C., Ramos, P., Rivera, F., Sánchez-Queija, I., Jiménez-Iglesias, A., García-Moya, I. Moreno-Maldonado, C., Paniagua, C., Villafuerte- Díaz, A., Ciria-Barreiro, E., Morgan, A., & Leal-López, E. (2019). La adolescencia en España: salud, bienestar, familia, vida académica y social. Resultados del estudio HBSC. Ministerio de Sanidad, Consumo y Bienestar Social.
  • Moreno-Murcia, 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.
  • Moreno-Murcia, J. A. & Martínez, A. (2006). Importancia de la teoría de la autodeterminación en la práctica físico-deportiva: Fundamentos e implicaciones prácticas. Cuadernos de Psicología del Deporte, 6(2), 39–54.
  • Ntoumanis, N., Barkoukis, V., & Thøgersen-Ntoumani, C. (2009). Developmental trajectories of motivation in physical education: Course, demographic differences, and antecedents. Journal of Educational Psychology, 101, 717–728.
  • Oliver, K. L. & Kirk, D. (2016). Towards an activist approach to research and advocacy for girls and physical education. Physical Education and Sport Pedagogy, 21, 313–327.
  • Organización Mundial de la Salud. (2010). Recomendaciones mundiales sobre actividad física para la salud. Ginebra: WHO.
  • Perlman, D. (2012). The influence of the Sport Education Model on developing autonomous instruction. Physical Education and Sport Pedagogy, 17(5), 493–505.
  • Ramos, P., Rivera, R., Moreno, C., & Jiménez-Iglesias, A. (2012). Análisis de clúster de la actividad física y las conductas sedentarias de los adolescentes españoles, correlación con la salud biopsicosocial. Revista de Psicología del Deporte, 21(1), 99–106.
  • Reeve, J. & Cheon, S. (2016). Teachers become to be more supportive-autonomy after they believe it is easy to do. Psychology of Sport and Exercise, 22, 178–189.
  • 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.
  • Sánchez-Oliva, D., Leo, F.M., Amado, D., Cuevas, R., & García-Calvo, T. (2013). Desarrollo y validación del cuestionario de apoyo a las necesidades psicológicas básicas en educación física. European. Journal of Human Movement 30, 53–71.
  • Sebire, S.J,. Kesten, J.M. Edwards, M. J., May, T., Banfield, K., Tomkinson, K., Blair, P.S., Bird, E. L., Powell, J. E., & Jago, R. (2016). Using self-determination theory to promote adolescent girls' physical activity: Exploring the theoretical fidelity of the Bristol Girls Dance Proyect. Psychology of Sport and Exercise, 24, 100–100.
  • Siedentop, D. (1994). Sport Education. Champaign, IL: Human Kinetics.
  • Siedentop, D., Hastie, P. A., & Van der Mars, H. (2011). Complete guide to Sport Education (2nd ed.). Champaign, IL: Human Kinetics.
  • Sparkes, A. C. & Smith, B. (2014). Qualitative research methods in sport, exercise and health: From process to product. London: Routledge.
  • Tabachnick, B. G. & Fidell, L. S. (2013). Using Multivariate Statistics (6th ed.). Boston, MA: Pearson.
  • Tirado, S., Neipp, M. C., Quiles, Y., & Rodríguez-Marín, J. (2012). Development and validation of the theory of planned behavior questionnaire in physical activity. The Spanish Journal of Psychology, 15(2), 801–816.
  • Trigueros, R., Aguilar-Parra, J., González-Santos, J., & Cangas, A. (2019). Validación y adaptación de la escala de control psicológico del profesor hacia las clases de educación física y su efecto sobre las frustraciones de las necesidades psicológicas básicas. Retos, 37, 167–173.
  • Uría-Valle, P. (2021). Construcción de un aro volador (ringo) – Construir ringo casero paso a paso. [Archivo de vídeo]. Youtube. https://www.youtube.com/watch?v=UN-Ph5igF5k&t=22s
  • Van Acker, R., Carreiro da Costa, F., De Bourdeaudhuij, I., Cardon, G., & Haerens, L. (2010). Sex equity and physical activity levels in coeducational Physical Education: exploring the potential of modified game forms. Physical Education and Sport Pedagogy, 15, 159–173.
  • Wallhead, T. L., Garn, A. C., & Vidoni, C. (2013). Sport Education and social goals in physical education: relationships with enjoyment, relatedness, and leisure-time physical activity. Physical Education and Sport Pedagogy, 18(4), 427–441.
  • Wallhead, T. L., Garn, A. C., & Vidoni, C. (2014). Effect of a sport education program on motivation for physical education and leisure-time physical activity. Research Quarterly for Exercise and Sport, 84(5), 478–487.
  • Xiang, P., McBride, R. E., Lin, S., Gao, Z., & Francis, X. (2018). Students’ gender stereotypes about running in schools. Journal of Experimental Education, 86(2), 233–246.
Fonte de datos: Dialnet