Incidencia motivacional de modelos pedagógicos emergentes en estudiantes de educación secundaria de educación física

Abstract

Pedagogical models such as gamification and attitudinal style are useful for any physical education content, in addition to this, they increase motivation. Therefore, the objective of the study was to analyze the self-determined motivation, between two groups that received the same didactic unit of jump ropes, but with two different methodologies. One group received the sessions through the model based on gamification and the other through the attitudinal style and another didactic unit using the attitudinal style. The intervention lasted three weeks and was given in six sessions in the area of physical education at the compulsory secondary education level, with the participation of 118 subjects. Before and after the intervention, the Perceived Locus of Causality-Revised scale (PLOC-R) in Physical Education was applied. A non-significant increase in amotivation was observed in both groups, contradicting the results of other authors. It is concluded that in the pedagogical model based on gamification, both the use of ICTs and additional prizes or badges increases motivation more than just the use of “badges”. With respect to the attitudinal style model, using a task assignment style can be counterproductive for this model, because it does not allow students to work on skills such as affective-motivational, essential to develop the social dimension proposed by the Sustainable Development Goals.