Influencia del docente de Educación Física sobre la confianza, diversión, la motivación y la intención de ser físicamente activo en la adolescencia

  1. Trigueros-Ramos, Rubén 1
  2. Navarro Gómez, Noelia 1
  3. Aguilar-Parra, Jose Manuel 1
  4. León-Estrada, Irene 1
  1. 1 Universidad de Almería, España
Journal:
Cuadernos de psicología del deporte

ISSN: 1578-8423 1989-5879

Year of publication: 2019

Volume: 19

Issue: 1

Pages: 222-232

Type: Article

DOI: 10.6018/CPD.347631 DIALNET GOOGLE SCHOLAR lock_openDIGITUM editor

More publications in: Cuadernos de psicología del deporte

Sustainable development goals

Abstract

According to the WHO report of 2018, more than 80% of adolescents do not practice enough physical activity. Physical education classes should help solve this problem. For this, in this study, we intend to analyze the influence of the teacher on confidence, enjoyment, motivation and the intention of being physically active in adolescence. In the present study, 604 students between the ages of 13 and 19 participated. Descriptive statistical analyzes, a reliability analysis and a structural equation model that explains the causal relationships between the variables were performed. The results show how autonomy support positively predicts confidence (β = .56, p <.001), enjoyment (β = .29, p <.001) and motivation (β = .10, p <.05) ; whereas psychological control predicts negatively confidence (β = -.17, p <.01), enjoyment (β = -.12, p <.001) and motivation (β = -.24, p <.001 ). Confidence positively predicts motivation (β = .37, p <.01), in the same way, enjoyment predicts motivation (β = .74, p <.001), finally the motivation positively predicts the intention to be physically active (β = .62, p <.001). In short, the study shows the influence and importance of the PE teacher and the motivational and emotional processes present in adolescents during PE classes on the adoption of active life habits.

Bibliographic References

  • Balaguer, I., Castillo, I., Duda, J.L. y García Merita, M. (2011). Asociaciones entre la percepción del clima motivacional creado por el entrenador, orientaciones disposicionales de meta, regulaciones motivacionales y vitalidad subjetiva en jóvenes jugadoras de tenis. Revista de Psicología del Deporte, 20, 133-148.
  • Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52(1), 1-26.
  • Benita, M., Roth, G. y Deci, E. L. (2014). When are mastery goals more adaptive? It depends on experiences of autonomy support and autonomy. Journal of Educational Psychology, 106(1), 258.
  • Bentler, P.M. (1989). EQS structural equations program manual. Los Angeles: BMDP Statistical Software.
  • Bernaus, M. y Gardner, R. C. (2008). Teacher motivation strategies, student perceptions, student motivation, and English achievement. The Modern Language Journal, 92(3), 387401. https://doi.org/10.1111/j.15404781.2008.00753.x
  • Battista, R. D., Robazza, C., Ruiz, M. C., Bertollo, M., Vitali, F., y Bortoli, L. (2018). Student intention to engage in leisure-time physical activity: The interplay of task-involving climate, competence need satisfaction and psychobiosocial states in physical education. European Physical Education Review. https://doi.org/10.1177/1356336X187706 65
  • Browne, M.W.y Cudeck, R. (1993). Alternative ways of assessing model fit. Sage Focus Editions, 154, 136-136. https://doi.org/10.1177/0049124192021002005
  • Byrne, B.M. (2001). Multivariate applications book series. Structural equation modeling with AMOS: Basic concepts, applications, and programming. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Carpentier, J., y Mageau, G. A. (2016). Predicting sport experience during training: The role of change-oriented feedback in athletes’ motivation, self-confidence and needs satisfaction fluctuations. Journal of Sport and Exercise Psychology, 38(1), 45-58.
  • Cheon, S. H., Reeve, J., Yu, T. H. y Jang, H. R. (2014). The teacher benefits from giving autonomy support during physical education instruction. Journal of Sport and Exercise Psychology, 36(4), 331346.https://doi.org/10.1123/jsep.2013-0231 .
  • Claver, F., Jiménez, R., del Villar, F., García-Mas, A. y Moreno, M. P. (2015). Motivación, conocimiento y toma de decisiones: Un estudio predictivo del éxito en voleibol. Revista de Psicología Aplicada al Deporte y el Ejercicio Físico, 24, 273-279. https://doi.org/10.5093/rpadef2017a4
  • De Meyer, J., Soenens, B., Vansteenkiste, M., Aelterman, N., Van Petegem, S.y Haerens, L. (2016). Do students with different motives for physical education respond differently to autonomy-supportive and controlling teaching?. Psychology of Sport and Exercise, 22, 7282. https://doi.org/10.1016/j.psychsport.2015.06.001
  • Deci, E. L. y Ryan, R. M. (2014). Autonomy and need satisfaction in close relationships: Relationships motivation theory. In Human motivation and interpersonal relationships (pp. 53-73). Springer, Dordrecht.
  • Dweck, C. S. (2013). Self-theories: Their role in motivation, personality, and development. Psychology press.
  • Ferriz, R. (2012). Importancia de la satisfacción en las clases de Educación Física para la motivación y adopción de un estilo de vida saludable. Tesis Doctoral. Universidad de Almería.
  • Ferriz, R., González-Cutre, D., Sicilia, Á. y Hagger, M. S. (2016). Predicting healthy and unhealthy behaviors through physical education: A self-determination theory-based longitudinal approach. Scandinavian Journal of Medicine & Science in Sports, 26(5), 579592.https://doi.org/10.1111/sms.12470
  • Franco, E., Pérez-Tejero, J. y Arrizabalaga, A. (2012). Motivación e intención de ser físicamente activo en jugadores de baloncesto en formación: Diferencias en función de la competición. Cuadernos de Psicología del Deporte, 12, 23-26. https://doi.org/10.4321/s157884232012000300006
  • Furtak, E. M.y Kunter, M. (2012). Effects of autonomy-supportive teaching on student learning and motivation. The Journal of Experimental Education, 80(3), 284316. https://doi.org/10.1080/00220973.2011.573019
  • Gillet, N., Vallerand, R. J. y Lafrenière, M. A. K. (2012). Intrinsic and extrinsic school motivation as a function of age: The mediating role of autonomy support. Social Psychology of Education, 15(1), 7795.https://doi.org/10.1007/s11218-011-9170-2
  • Goossens, L., Cardon, G., Witvrouw, E., Steyaert, A.y De Clercq, D. (2016). A multifactorial injury prevention intervention reduces injury incidence in Physical Education Teacher Education students. European Journal of Sport Science, 16(3), 365-373. https://doi.org/10.1080/17461391.2015.1015619
  • Haerens, L., Aelterman, N., Vansteenkiste, M., Soenens, B. y Van Petegem, S. (2015). Do perceived autonomy-supportive and controlling teaching relate to physical education students' motivational experiences through unique pathways? Distinguishing between the bright and dark side of motivation. Psychology of Sport and Exercise, 16, 2636. https://doi.org/10.1016/j.psychsport.2014.08.013
  • Hagger, M.S. y Chatzisarantis, N.L.D. (2007). The trans-contextual model of motivation. En M.S. Hagger y N.L.D. Chatzisarantis (Eds.), Intrinsic motivation and self-determination in exercise and sport (pp. 53–70). Champaign, IL: Human Kinetics.
  • Hagger, M.S., Chatzisarantis, N.L.D., Hein, V., Pihu, M., Soós, I. y Karsai, I. (2007). The perceived autonomy support scale for exercise settings (PASSES): Development, validity and cross-cultural invariance in young people. Psychology of Sport and Exercise, 8, 632-653. https://doi.org/10.1016/j.psychsport.2006.09.001
  • Hein, V., Müür, M. y Koka, A. (2004). Intention to be physically active after school graduation and its relationship to threetypes of intrinsic motivation. European Physical Education Review, 10(1), 519. https://doi.org/10.1177/1356336x04040618
  • Hu, L.T. y Bentler, P.M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: a Multidisciplinary Journal, 6(1), 155.https://doi.org/10.1080/10705519909540118
  • Jöreskog, K. G. y Sörbom, D. (2003). LISREL 8.54. Structural equation modeling with the Simplis command language. Chicago: Scientific Software.https://doi.org/10.4324/9780203774762
  • Kim, C. y Pekrun, R. (2014). Emotions and motivation in learning and performance. En Handbook of research on educational communications and technology (pp. 65-75). Springer, New York, NY.
  • Komarraju, M., Karau, S. J.y Schmeck, R. R. (2009). Role of the Big Five personality traits in predicting college students' academic motivation and achievement. Learning and Individual Differences, 19(1), 4752.https://doi.org/10.1016/j.lindif.2008.07.001
  • Komarraju, M., Musulkin, S. y Bhattacharya, G. (2010). Role of student-faculty interactions in developing college students' academic selfconcept, motivation, and achievement. Journal of College Student Development, 51(3), 332-342. https://doi.org/10.1353/csd.0.0137.
  • León-Zarceño, E., Boix-Vilella, S., Serrano-Rosa, M.A. y Paredes-López, N. (2017). Motivación y toma de decisiones en voleibol: Influencia de los años de experiencia. Revista de Psicología Aplicada al Deporte y al Ejercicio Físico, 1, 1-10. https://doi.org/10.5093/rpadef2017a4
  • Leptokaridou, E. T., Vlachopoulos, S. P. y Papaioannou, A. G. (2016). Experimental longitudinal test of the influence of autonomysupportive teaching on motivation for participation in elementary school physical education. Educational Psychology, 36(7), 11381159. https://doi.org/10.1080/01443410.2014.950195
  • Lwin, M. O. y Malik, S. (2012). The efficacy of exergames-incorporated physical education lessons in influencing drivers of physical activity: a comparison of children and pre-adolescents. Psychology of Sport and Exercise, 13(6), 756-760. https://doi.org/10.1016/j.psychsport.2012.04.013
  • MacIntyre, P. D., y Vincze, L. (2017). Positive and negative emotions underlie motivation for L2 learning. Studies in Second Language Learning and Teaching, 7(1), 61-88. https://doi.org/10.14746/ssllt.2017.7.1.4
  • Maulana, R., Opdenakker, M. C., den Brok, P. y Bosker, R. (2011). Teacher-student interpersonal relationships in Indonesia: profiles and importance to student motivation. Asia Pacific Journal of Education, 31(01), 33-49. https://doi.org/10.1080/02188791.2011.544061
  • Moreno, J. A., Moreno, R., y Cervelló, E. (2013). El autoconcepto físico como predictor de la intención de ser físicamente activo. Psicología y Salud, 17(2), 261-267.
  • Moreno, J. A., Parra, N. y González-Cutre, D. (2008). Influencia del apoyo a la autonomía, las metas sociales y la relación con los demás sobre la desmotivación en educación física. Psicothema, 20(4), 636-641.
  • Núñez, J.L., Martín-Albo, J., León, J., González, V.M. y Evelia Domínguez, E. (2011). Propuesta de un modelo explicativo del bienestar psicológico en el contexto deportivo. Revista de Psicología del Deporte, 20(1), 223-242.
  • Organización Mundial de la Salud (2018). Actividad física. Recuperado de http://www.who.int/es/news-room/factsheets/detail/physical-activity
  • Oriol-Granado, X., Mendoza-Lira, M., Covarrubias-Apablaza, C. G. y Molina-López, V. M. (2017). Emociones positivas, apoyo a la autonomía y rendimiento de estudiantes universitarios: el papel mediador del compromiso académico y la autoeficacia. Revista de Psicodidáctica, 22(1), 45-53. https://doi.org/10.1016/s1136-1034(17)30043-6
  • Preacher, K. J., y Hayes, A. F. (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior Research Methods, 40(3), 879891.
  • Schumacker, R. E. (2017). Interaction and nonlinear effects in structural equation modeling. Routledge.
  • Shernoff, D. J., Csikszentmihalyi, M., Schneider, B.y Shernoff, E. S. (2014). Student engagement in high school classrooms from the perspective of flow theory. In Applications of flow in human development and education (pp. 475-494). Springer, Dordrecht.
  • Soenens, B., Sierens, E., Vansteenkiste, M., Dochy, F.y Goossens, L. (2012). Psychologically controlling teaching: Examining outcomes, antecedents, and mediators. Journal of Educational Psychology, 104(1), 108-120. https://doi.org/10.1037/a0025742
  • Standage, M., Gillison, F. B., Ntoumanis, N.y Treasure, D. C. (2012). Predicting students’ physical activity and health-related well-being: A prospective cross-domain investigation of motivation across school physical education and exercise settings. Journal of Sport and Exercise Psychology, 34(1), 37-60.
  • Tessier, D., Sarrazin, P. y Ntoumanis, N. (2010). The effect of an intervention to improve newly qualified teachers’ interpersonal style, students motivation and psychological need satisfaction in sport-based physical education. Contemporary Educational Psychology, 35(4), 242253. https://doi.org/10.1016/j.cedpsych.2010.05.005
  • Trigueros, R., Aguilar-Parra, J.M., Cangas, A.J., (2018). Validación y adaptación de la escala de control psicológico del profesor hacia las clases de educación física y su efecto sobre la frustración de las necesidades psicológicas básicas con la incorporación de la novedad. Movimento, Manuscrip in review
  • Trigueros, R., Aguilar-Parra, J.M., Cangas, A.J., Batanero, J.M. y López-Liria, R. (2018). Validación de la Escala de Emociones en el contexto de la Educación Física. Journal of School Health. Manuscrito en Revisión.
  • Trigueros, R., Aguilar-Parra, J. M., León-Estrada, I., González-Bernal, J. y González-Santos, J. (2018). Influencia del docente de Educación Física sobre la motivación, la vergüenza y la intención de ser físicamente activo en la adolescencia. Revista de Psicodidáctica. Manuscrito en Revisión.
  • Trigueros, R., Sicilia, A., Alcaraz-Ibáñez, M. y Dumitru, D. C. (2017). Spanish adaptation and validation of the Revised Perceived Locus of Causality Scale in physical education. Cuadernos de Psicología del Deporte, 17(1), 25-32.
  • Vallerand, R. J. (2007). Intrinsic and extrinsic motivation in sport and physical activity. Handbook of Sport Psychology, 3, 59-83.
  • Vlachopoulos, S.P., Katartzi, E.S y Kontou, M.G. (2011). The basic psychological needs in physical education scale. Journal of Teaching in Physical Education, 30(3), 263-280.
  • Wang, J. C., Morin, A. J., Ryan, R. M., y Liu, W. C. (2016). Students’ motivational profiles in the physical education context. Journal of Sport and Exercise Psychology, 38(6), 612-630.
  • Wen-chi, V. W., Yen, L. L., y Marek, M. (2011). Using online EFL interaction to increase confidence, motivation, and ability. Journal of Educational Technology & Society, 14(3), 118129.
  • Young-Jones, A., Fursa, S., Byrket, J. S., y Sly, J. S. (2015). Bullying affects more than feelings: the long-term implications of victimization on academic motivation in higher education. Social Psychology of Education, 18(1), 185-200.