Apoyo a la autonomía en las clases de educación física: percepción versus realidad / Supporting Autonomy in Physical Education: Perception Versus Reality

Gómez, Raquel Aguado; Díaz-Cueto, Mario; Hernández-Álvarez, Juan Luís; López‐Rodríguez, Alberto

doi:10.15366/rimcafd2016.62.001

Cited by 10 publications

(5 citation statements)

References 27 publications

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“…This autonomy improves when students feel that their opinions are valued and respected, their feelings are considered, and they are given the opportunity to make their own decisions [12]. Some research relates autonomy support to two aspects of sport practice, namely, motivation and lifestyle [20]. (iii) Numerous studies have shown the importance of autonomy support for students, due to its positive influence on intrinsic motivation [21][22][23][24], leading to greater students' engagement in learning and increased adherence to sport [25].…”

Section: Introductionmentioning

confidence: 99%

Levels of Somatic Anxiety, Cognitive Anxiety, and Self-Efficacy in University Athletes from a Spanish Public University and Their Relationship with Basic Psychological Needs

Rubio

Ángel

Silva

et al. 2023

IJERPH

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Research on self-efficacy, cognitive anxiety and somatic anxiety provides fundamental information to early identify weak areas in the training of athletes and to implement actions that contribute to the improvement and maintenance of sporting activities. The aim of this study was to analyze the relationship between anxiety (somatic anxiety, cognitive anxiety and self-efficacy) and basic psychological needs (competence, autonomy and relationship with others). The sample was composed of 165 university students enrolled in courses related to physical activity and sport sciences, with a mean age of 20.33 years (SD = 3.44), studying in a Spanish public university located in Almeria, in the southeast of Spain (Andalusia). The main findings showed the existence of a continuous and effective relationship between self-efficacy and basic psychological needs. While there was no positive and direct relationship between cognitive anxiety and somatic anxiety and autonomy, there was a direct and positive relationship between cognitive anxiety and somatic anxiety and competence and the relationship with others. Therefore, the results obtained showed that a more positive form of motivation would be autonomous motivation, as it helps to interpret the perception of self-efficacy, favoring performance in competition, whereas controlled motivation has the opposite effect. The importance of this research resides in the fact that it shows that within the sports field, an athlete’s self-perception has an indirect negative effect on pre-competitive somatic anxiety, and the link in this relationship is task orientation and the absence of demotivation towards sport. Despite this, the same effect on cognitive anxiety was not produced.

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Section: Introductionmentioning

confidence: 99%

Levels of Somatic Anxiety, Cognitive Anxiety, and Self-Efficacy in University Athletes from a Spanish Public University and Their Relationship with Basic Psychological Needs

Rubio

Ángel

Silva

et al. 2023

IJERPH

View full text Add to dashboard Cite

show abstract

“…Taking into consideration that students may interpret autonomy support from PE teachers in a differentiated way, it is not only enough to provide autonomy support for students, but it would also be essential to understand how students perceive autonomy support from their PE teacher (Aguado-Gómez et al, 2016). In Spain, although previous studies have widely shown promising results in explaining learning consequences related to PE in students, they have used unidimensional measures of the students' perception of autonomy support from PE teachers such as the Spanish version (Granero-Gallegos et al, 2014) of the Learning Climate Questionnaire (Williams & Deci, 1996) adapted to PE or the Perceived Autonomy Support Scale for Exercise Settings (Hagger et al, 2007) in its Spanish version also adapted to PE (Moreno-Murcia et al, 2008).…”

mentioning

confidence: 99%

Psychometry of the Multidimensional Perceived Autonomy Support Scale in Physical Education With Spanish Secondary School Students

2020

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This research aimed to adapt and psychometrically examine the Multidimensional Perceived Autonomy Support Scale in Physical Education in the Spanish context. The participants were 560 (264 men and 296 women; Mage = 14.49, SDage = 1.05) physical education secondary school students. The results underpinned a 15-item three-factor correlated model, which was invariant across gender and age. The reliability analysis reflected an acceptable level of internal consistency and temporal stability for each factor. The structural equation modeling showed that perceived cognitive, procedural, and organizational autonomy support predicted positively and significantly basic psychological need satisfaction. The Multidimensional Perceived Autonomy Support Scale in Physical Education is a valid and reliable instrument to multidimensionally measure the secondary school students’ perception of autonomy support from physical education teachers in the Spanish context.

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“…Specifically, the present study relied mainly on students' self-reports to examine teachers' application of proposed autonomy-supportive behaviours and prevention of using controlling behaviours during the intervention period. Although such an approach may not reflect the complete picture because there might be significant differences between students' perceptions and reality (Aguado-Gómez et al, 2016). However, based on the students' perceptions of their PE teachers' interpersonal behaviour, we may argue that PE teachers from all intervention groups did increase autonomy-supportive behaviour and decrease controlling behaviour.…”

Section: Limitations and Future Directionsmentioning

confidence: 98%

Web-Based and Face-To-Face Autonomy-Supportive Intervention for Physical Education Teachers and Students’ Experiences

Tilga¹,

Kalajas-Tilga²,

Hein³

et al. 2021

jsportscimed

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The most of the previous autonomy-supportive interventions conducted have been partially effective and used only web-based or face-to-face approach. In the current study, a combined web-based and face-to-face intervention for physical education (PE) teachers was tested to examine whether it would lead to significant changes in students’ self-reports of autonomy-supportive and controlling behaviours, psychological need satisfaction and frustration, and intrinsic motivation. Participants were 57 PE teachers (Mage = 45.70, SD = 12.79) and their 858 middle-school students (Mage = 13.22, SD = 0.75). A randomized controlled design was adopted in which PE teachers and their students were assigned to the combined face-to-face and web-based, face-to-face alone, web-based alone or control group. Face-to-face intervention was provided to PE teachers within one day in an 8-hour workshop and web-based intervention was provided to PE teachers for a period of four weeks. The combined face-to-face and web-based intervention group was the only study group that demonstrated statistically significant changes in all the study variables (i.e., significant increase in cognitive, organisational, and procedural autonomy-supportive behaviour, in psychological need satisfaction for autonomy, competence and relatedness, and in intrinsic motivation, whereas significant decrease in intimidation, controlling use of grades, and negative conditional regard, and in psychological need frustration for autonomy, competence, and relatedness) compared to the control group at a one-month follow-up. There were no significant differences in any of the study variable, except organisational autonomy support and intimidation, between the web-based intervention group and face-to-face intervention group. Both web-based and face-to-face study group students reported significant gains in most of the study variables compared to the control group students at a one-month follow-up. The current findings suggest that future autonomy-supportive interventions for PE teachers should aim to use combined interventions of face-to-face and web-based approach to gain the greatest intervention effects.

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Apoyo a la autonomía en las clases de educación física: percepción versus realidad / Supporting Autonomy in Physical Education: Perception Versus Reality

Cited by 10 publications

References 27 publications

Levels of Somatic Anxiety, Cognitive Anxiety, and Self-Efficacy in University Athletes from a Spanish Public University and Their Relationship with Basic Psychological Needs

Levels of Somatic Anxiety, Cognitive Anxiety, and Self-Efficacy in University Athletes from a Spanish Public University and Their Relationship with Basic Psychological Needs

Psychometry of the Multidimensional Perceived Autonomy Support Scale in Physical Education With Spanish Secondary School Students

Web-Based and Face-To-Face Autonomy-Supportive Intervention for Physical Education Teachers and Students’ Experiences

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