Efectos de dos formatos instructivos, Educación Deportiva e Instrucción Directa, en la respuesta psicológica de estudiantes de secundaria

Fernández-Río, Javier; Méndez–Giménez, Antonio; Méndez-Alonso, David

doi:10.6018/300561

Cited by 9 publications

(6 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…For this reason, the IM values in the quantitative analysis cannot be attributable to the intervention. Other studies have shown an improvement in IM after the application of the SEM, both in secondary students [19,36] and in Baccalaureate students [37].…”

Section: Discussionmentioning

confidence: 85%

Impact of Sport Education Model on Sports Lifestyle and Attitudes of Vocational Education Training Students

2022

View full text Add to dashboard Cite

The Sport Education Model (SEM) presents a wide background in the teaching of Physical Education and Sport. This is one of the most studied pedagogical models in the last decade in primary and secondary education. However, the studies of this model that are implemented in Vocational Education and Training within the family of Physical Activities and Sports are limited. For this reason, the aim of the present research was to examine the effect of the application of the SEM on motivation and Basic Psychological Needs (BPN). Secondarily, the effect on the social climate of the group, the development of emotions during the intervention, or the students’ perception of possible aspects of improvement of the model were studied. A total of 50 students (19.83 ± 3.20) followed a mixed methodology for 12 sessions. To achieve the objectives, the Spanish version of the Sport Motivation Scale questionnaire and the BPN Measurement scale were used. On a qualitative level, semi-structured interviews were conducted with all participants of the study. The results showed that the SEM was very well accepted by the students, who were fully satisfied with the activity. It was also considered a fun intervention, generating good socio-affective relationships, and was useful and practical for their training as future sports coaches. The intervention seemed to have a positive effect on student motivation, although with inconsistent results in the quantitative analysis of this study. Despite the encouraging results obtained, further research is needed to deepen the effect of SE as a key model in the teaching-learning process.

show abstract

Section: Discussionmentioning

confidence: 85%

Impact of Sport Education Model on Sports Lifestyle and Attitudes of Vocational Education Training Students

2022

View full text Add to dashboard Cite

show abstract

“…La hipótesis planteada sobre las necesidades psicológicas básicas queda confirmada de forma parcial mediante la mejora significativa de la satisfacción de competencia y relación con los demás. Estos hallazgos se encuentran en línea con los de otros trabajos que también encontraron un aumento significativo en la percepción de competencia (Cuevas et al, 2015;Fernández-Río, Méndez-Giménez, & Méndez-Alonso, 2017;Spittle & Byrne, 2009) o sobre la necesidad de relación (Méndez-Giménez et al, 2015;Méndez-Giménez, Martínez de Ojeda, & Valverde-Pérez, 2017;Perlman, 2010;. Salvo el trabajo de Perlman (2011), estos estudios compararon las repercusiones del MED frente a las de la enseñanza tradicional, constatando mejores efectos en el alumnado que había experimentado el MED.…”

Section: Discussionunclassified

El modelo de Educación Deportiva en la escuela rural: amistad, responsabilidad y necesidades psicológicas básicas (The Sport Education model in a rural school: friendship, responsibility and psychological basic needs)

Molina

Gutiérrez

Segovia

et al. 2020

Retos

View full text Add to dashboard Cite

El objetivo de este trabajo fue comprobar el impacto de una temporada según el modelo de Educación Deportiva (MED) sobre la satisfacción de las necesidades psicológicas básicas, la responsabilidad y las relaciones sociales en escolares de Educación Primaria. Los estudiantes pertenecían a un centro rural con agrupaciones multinivel, donde estudiantes con diferente edad (8-10 y 10-12 años) y nivel madurativo conviven en una misma clase. Se realizó un diseño cuasi-experimental pre-test/post-test con un único grupo de medida (N = 24, M edad = 10.12; DT 1.29), al que se aplicó un único nivel de tratamiento. Las necesidades psicológicas básicas (autonomía, competencia y relación) fueros evaluadas con la Basic Psychological Needs in Exercise Scale, la responsabilidad mediante una escala basada en los niveles propuestos en el Modelo de Responsabilidad Personal y Social (Hellison, 2011), y las relaciones sociales con un cuestionario sociométrico. Además, la percepción de los estudiantes fue analizada con un grupo focal para evaluar si el MED facilita las relaciones sociales. El alumnado recibió un programa de 18 sesiones (45 minutos por sesión) en las clases de Educación Física basado en el MED. Se prestó especial importancia al diseño del contenido deportivo (reglas que permitieran jugar con diferente nivel de desarrollo) y distribución de responsabilidades a través de los roles en función del nivel de desarrollo (los estudiantes de los niveles superiores asumieron roles de organización). Los resultados mostraron mejoras significativas sobre las necesidades de competencia y relación, la dimensión amigo negativo (reducción) y el nivel de responsabilidad. La percepción del alumnado reveló mejoras en las relaciones sociales, lo cual parece indicar que el establecimiento de relaciones multinivel puede potenciar los beneficios del modelo. En conclusión, este estudio muestra la viabilidad y potencial pedagógico del MED en un contexto rural y multinivel.Abstract. The goal of this study was to examine the impact of a Sport Education season on psychological basic needs satisfaction, responsibility and social relations in Primary Education students. The students belonged to a rural school with multilevel groups, where students, with different ages (8 to 10 years and 10 to 12 years) and maturity levels, coexist in a same class. A quasi-experimental design was used with pre-test/post-test on an experimental group with 24 participants (M age = 10.12, SD 1.29), to which a single treatment level was applied. Psychological basic needs satisfaction (autonomy, competence, and relatedness) were measured by Basic Psychological Needs in Exercise Scale, responsibility through a scale based on the levels proposed in the Personal and Social Responsibility Model (Hellison, 2011), and social relation by a sociometric questionnaire based on friendship scales. Furthermore, the students’ perception was analysed by a focus group to assess whether the Sport Education promoted social relations. The students received 18 lessons (each lesson 45 mins) of physical education based on the Sport Education. Special importance was given to the design of the games (rules that allowed students to play together with different levels of development together) and distribution of responsibilities through roles based on the level of development (older students assumed officiating roles). Results showed significant improvements in the competence and relatedness needs, negative friend dimension (decrease) and responsibility level. Furthermore, students´ perception revealed improvements in social relations, which might indicate that the establishment of multilevel relations could enhance the benefits of the model. In conclusion, this study shows the viability and pedagogical potential of Sport Education in a rural and multilevel context.

show abstract

“…2022) can be highlighted. In these studies, school interventions had significant improvements in variables such as intrinsic motivation, autonomy, competence, social relationships, novelty satisfaction, interest, boredom, social responsibility, behavioral and emotional involvement, teamwork, and perceived gender differences and inequalities in PE (for more information see Fernández-Río et al, 2017;Gil-Arias et al, 2017;Gil-Arias et al, 2020;Llanos-Muñoz et al, 2022).…”

Section: Ultimate Frisbee Through Sport Education Modelmentioning

confidence: 99%

Analysis of Ultimate Frisbee in Primary Education through the Sports Education Model

Rubén,

Acedo Castela,

López Gajardo

2023

e-Motion

View full text Add to dashboard Cite

Physical Education (PE) teachers can positively influence students' overall development through their teaching activities, achieving a more physically active youth society that adopts healthy lifestyle habits and has a more supportive attitude towards their peers, teachers and families. This study aims to develop a didactic proposal in PE for Ultimate Frisbee through the Sports Education Model (SEM). The intervention is designed for 80 students in the 5th year of Primary Education, aged 10 and 11 years, who belong to four schools in Cáceres. For this purpose, a learning situation has been designed comprising a total of 9 classes, which will be carried out by the timetable of the SEM. In addition, given the characteristics of the pedagogical model, students will be given sufficient autonomy to be the protagonists of their learning. With this didactic proposal, it is expected that students will increase their motivation levels, participate actively during PE classes, become involved both behaviourally and emotionally and improve their perception of the subject and the practice of physical activity (PA) in their free time.

show abstract

Efectos de dos formatos instructivos, Educación Deportiva e Instrucción Directa, en la respuesta psicológica de estudiantes de secundaria

Cited by 9 publications

References 26 publications

Impact of Sport Education Model on Sports Lifestyle and Attitudes of Vocational Education Training Students

Impact of Sport Education Model on Sports Lifestyle and Attitudes of Vocational Education Training Students

El modelo de Educación Deportiva en la escuela rural: amistad, responsabilidad y necesidades psicológicas básicas (The Sport Education model in a rural school: friendship, responsibility and psychological basic needs)

Analysis of Ultimate Frisbee in Primary Education through the Sports Education Model

Contact Info

Product

Resources

About