Perfiles motivacionales de apoyo a la autonomía, autodeterminación, satisfacción, importancia de la educación física e intención de práctica física en tiempo libre

Gallegos, Antonio Granero; Extremera, Antonio Baena; Fuentes, José Antonio Sánchez; M, Molina Boix

doi:10.4321/s1578-84232014000200007

Cited by 41 publications

(32 citation statements)

References 32 publications

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“…That is why it is very important that the teacher directs the students through discipline strategies of concern and responsibility in order to achieve self-determined motivation [31,32]. In addition, the literature has shown that students who emphasise intrinsic reasons feel greater satisfaction in PE classes, improve their relationships with others, and value the subject more, attaching greater importance and usefulness to it [33,34]. Such a mindset favours a climate of learning in class.…”

Section: Introductionmentioning

confidence: 99%

Interaction Effects of Disruptive Behaviour and Motivation Profiles with Teacher Competence and School Satisfaction in Secondary School Physical Education

Gallegos

Gómez-López

Extremera

et al. 2019

IJERPH

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The objectives of this work were two-fold: Firstly, to identify the profiles of disruptive behaviours and motivation in secondary school physical education students using cluster analysis; and secondly, to analyse the interaction of the profiles with school satisfaction and perceived teaching competence. A group of 758 secondary school students (54.2% female) between the ages of 13 and 18 (M = 15.22, DT = 1.27) participated in the study by responding to the following scales: The Disruptive Behaviours in Physical Education Questionnaire, The School Satisfaction Scale, The Sport Motivation Scale adapted to Physical Education, and the Evaluation of Teaching Competencies Scale in Physical Education. The cluster analysis established two distinct profiles: High levels of disruptive behaviours and low levels of disruptive behaviours. The results showed that the students with the high disruptive behaviours profile were mostly boys, having low levels of intrinsic motivation and high levels of amotivation and misbehaviour in the classroom. In contrast, those students with the low disruptive behaviours profile were mostly girls, having the highest levels of intrinsic motivation and the lowest levels in all the disruptive behaviours. It was shown that students exhibiting the worse classroom behaviours were more bored in school, while those students with better behaviour perceived greater teaching competence.

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Section: Introductionmentioning

confidence: 99%

Interaction Effects of Disruptive Behaviour and Motivation Profiles with Teacher Competence and School Satisfaction in Secondary School Physical Education

Gallegos

Gómez-López

Extremera

et al. 2019

IJERPH

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“…With regard to enjoyment, the study by Baena-Extremera et al [37], showed that this is an important antecedent for students' motivation towards the activities they carry out. Moreover, there is a positive and significant relationship between satisfaction in PE classes and the most self-determined motivation [6,38].…”

Section: Introductionmentioning

confidence: 98%

“…Those who have performed more physical activity at an early age demonstrate a tendency to continue sports throughout adulthood, unlike those who have led a more sedentary lifestyle [3]. Therefore, the important role played by physical activity is evident, and motivation in PE classes plays a decisive role in the concept, image and carrying out of physical activity outside of the school environment [4,5], for, as some authors indicate [6], the intention to carry out sports practices is related to satisfaction with PE classes.…”

Section: Introductionmentioning

confidence: 99%

Motivational Variables to Predict Autotelic Experience and Enjoyment of Students. Analysis in Function of Environment and Sports Practice

et al. 2020

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The aim of this study was to find out how self-determined motivation, Basic Psychological Needs (BPN) and the perception of support influence autonomy-predicted autotelic experience and enjoyment, and to analyse the differences depending on the geographical location of the centre and whether they lead to the practice of physical activity, extracurricular or not, of 271 learners in physical education from 10 to 12 years (M = 10.94, SD = 0.73). The theoretical framework used was the Self-Determination Theory. The results showed that more self-determined motivation, the perception of support for autonomy and BPN positively predict both autotelic experience and enjoyment. Moreover, learners from urban areas have higher values in less self-determined forms of motivation and lower levels of perceived support for autonomy and BPN than learners from rural areas. Furthermore, students who carry out extracurricular physical activity had higher values in all variables compared to those who did not. It is essential to promote sport to students with more self-determined forms of motivation through the satisfaction of BPN, especially in students who do not do extracurricular physical activity and students in urban areas.

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“…Esta valoración del alumno sobre la importancia y utilidad de esta asignatura, ha sido ampliamente estudiada (Gómez-López, Ruiz-Juan, García-Montes, Baena-Extremera, y Granero-Gallegos, 2007; Granero-Gallegos, Baena-Extremera, Gómez-López, y Abraldes, 2014b; Granero-Gallegos, Baena-Extremera, Gómez-López, y Abraldes, 2014c; Moreno, Llamas, y Ruiz, 2006b;Moreno y Llamas, 2007), demostrando que es otro aspecto que influye en la adquisición de hábitos de práctica física. Diferentes estudios demostraron que los alumnos que presentaban una alta importancia y utilidad a la EF eran los que mayor actividad física extraescolar practicaban (Granero-Gallegos, Baena-Extremera, Pérez-Quero, Ortíz-Camacho, y Bracho-Amador, 2012;Granero-Gallegos et al, 2014a;Moreno-Murcia et al, 2013).…”

Section: Introductionunclassified

Relación entre la satisfacción con las clases de Educación Física, su importancia y utilidad y la intención de práctica del alumnado de Educación Secundaria Obligatoria

González¹,

Gómez-López²,

Gallegos³

2019

Rev. Complut. Educ

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Resumen. La Educación Física es importante en el contexto escolar para fomentar adherencia a la actividad física y evitar así una sociedad sedentaria. Por ello, el objetivo de este estudio fue analizar la diversión, la importancia de la Educación Física y la intención de práctica en función del género y la edad. La muestra fue de 591 estudiantes, con edades entre 12 y 17 años pertenecientes a varios Institutos de Educación Secundaria de la Región Murcia. Se utilizó las escalas Sport Satisfaction Instrument adaptada a la Educación Física, el Cuestionario de la Importancia y Utilidad de la Educación Física y el Cuestionario de la Medida de la Intencionalidad para ser Físicamente Activo. Los resultados revelaron que los hombres y los estudiantes más jóvenes son los que afirman divertirse más, otorgan más importancia a esta asignatura y muestran mayor intención de práctica de actividad físico-deportiva. Por lo tanto el profesor debe prestar especial atención y apoyo a las mujeres y aquellos estudiantes de más edad. Palabras clave: aburrimiento; motivación; adherencia; diversión; docente.[en] Relationship between satisfaction with Physical Education classes, their importance and utility and the intention of the students of Secondary Education Abstract. Physical Education is important in the school context to encourage adherence to physical activity and avoid a sedentary society. Therefore, the aim of this study was to analyze the fun, the importance of Physical Education and the intention of practice, all according to gender and age. The sample was composed of 591 students, with ages between 12 and 17 years, belonging to several high schools of Region of Murcia. It was used the scales of Sport Satisfaction Instrument adapted to physical education, the questionnaire of the importance and utility of physical education, and the questionnaire of the measure of intentionality to be physically active. The results showed that males and younger students have more fun than females and the older ones, the latter being more boring. Males are the ones who give more importance to the subject and they are also the ones that the greatest intention of the practice has, especially the younger age group. Therefore the teacher should pay special attention and support to women and those older students. Muñoz González, V.; Granero-Gallegos, A. Rev. complut. educ. 30(2) 2019: 479-491 480 Sumario. 1. Introducción. 2. Material y método. 3. Resultados. 4. Discusión. 5. Conclusiones. 6. Referencias bibliográficas. ARTíCuloSCómo citar: Muñoz González, V.; Gómez-lópez, M.; Granero-Gallegos, A. (2019). Relación entre la satisfacción con las clases de Educación Física, su importancia y utilidad y la intención de práctica del alumnado de Educación Secundaria Obligatoria. Revista Complutense de Educación, 30 (2), 479-491.

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Perfiles motivacionales de apoyo a la autonomía, autodeterminación, satisfacción, importancia de la educación física e intención de práctica física en tiempo libre

Cited by 41 publications

References 32 publications

Interaction Effects of Disruptive Behaviour and Motivation Profiles with Teacher Competence and School Satisfaction in Secondary School Physical Education

Interaction Effects of Disruptive Behaviour and Motivation Profiles with Teacher Competence and School Satisfaction in Secondary School Physical Education

Motivational Variables to Predict Autotelic Experience and Enjoyment of Students. Analysis in Function of Environment and Sports Practice

Relación entre la satisfacción con las clases de Educación Física, su importancia y utilidad y la intención de práctica del alumnado de Educación Secundaria Obligatoria

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