Actividad física y apoyo de la autonomíael rol del profesor de Educación Física

  1. Aibar Solana, Alberto 1
  2. Julian Clemente, Jose Antonio 1
  3. Murillo Pardo, Berta 2
  4. García González, Luis 1
  5. Estrada Tenorio, Sergio 1
  6. Bois, Julien 3
  1. 1 Universidad de Zaragoza
    info

    Universidad de Zaragoza

    Zaragoza, España

    ROR https://ror.org/012a91z28

  2. 2 Universidad de San Jorge
  3. 3 University of Pau and Pays de l'Adour
    info

    University of Pau and Pays de l'Adour

    Pau, Francia

    ROR https://ror.org/01frn9647

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Revista:
Revista de psicología del deporte

ISSN: 1132-239X,  1988-5636

Año de publicación: 2015

Volumen: 24

Número: 1

Páginas: 155-161

Tipo: Artículo

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Otras publicaciones en: Revista de psicología del deporte

Resumen

Physical Education (PE) teachers play an essential role in promoting physical activity (PA) with their teaching activity. The purpose of this study was to analyse the influence that perceived autonomy support from PE teachers exerts on regular engagement in PA, both from the students’ and teachers’ viewpoint. A total of 831 teenagers took part (M = 14.32; SD = .73; 372 boys and 459 girls) and 18 PE teachers (9 men and 9 women) from the cities of Huesca (Spain) and Tarbes (France). A linear regression analysis was performed in stages, which showed that both greater perceived autonomy support from the PE teachers by students, and highly autonomous orientation of the PE teachers positively predict greater engagement in regular PA in teenagers. The development of an autonomy-oriented climate in PE must make up one of the main pillars of the whole education process. This favourable climate must be based on the teaching intervention and discourse of the PE teachers as determining elements of the teenagers’ behaviour, being able to contribute to their development as more active people in their free time.

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Fuente de los datos: Dialnet