Estilos motivadores docentes y directividad en Educación Física

  1. Juan Antonio Moreno-Murcia
  2. Miguel Saorín-Pozuelo
  3. Salvador Baena-Morales
  4. Alberto Ferriz-Valero
  5. Julio Barrachina Peris
Revista:
Apunts: Educación física y deportes

ISSN: 2014-0983

Año de publicación: 2024

Número: 155

Páginas: 38-49

Tipo: Artículo

DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Apunts: Educación física y deportes

Resumen

La intervención del docente de Educación Física puede ser más eficaz si emplea determinados estilos motivadores, ayudando a generar un entorno de aprendizaje positivo y a promover hábitos de vida activos. Sin embargo, si se percibe como una experiencia negativa podría desmotivar al estudiante y provocar rechazo hacia la práctica, poniendo en riesgo su proceso de alfabetización motriz. Siguiendo un diseño transversal-correlacional, este estudio tuvo como principal objetivo analizar las relaciones entre los estilos motivadores de los docentes y la directividad en Educación Física. Participaron 500 estudiantes de secundaria. Se utilizó la escala SIS para determinar el estilo interpersonal docente y la escala PCT para evaluar la directividad. Los resultados indicaron que las dimensiones de la escala correlacionan de forma positiva y significativa entre sí, exceptuando el Caos, que lo hace de forma negativa con Apoyo a la Autonomía y Estructurado. La dimensión Control no arrojó ninguna correlación con el resto de las dimensiones evaluadas. Además, el análisis clúster mostró dos perfiles de percepción del estilo motivador docente: uno con mayor carga directiva, llamado “dominante”, y otro perfil más autónomo, denominado “adaptativo”. Los resultados revelan vínculos positivos entre el estilo motivador adaptativo, que apoya a la autonomía del estudiante en un clima de aprendizaje positivo y estructurado, y negativos con la desatención y el abandono de la actividad. Estos hallazgos sugieren que el estilo motivador adaptativo en Educación Física implica al estudiante de manera más autónoma en las tareas y puede ayudar a crear situaciones de aprendizaje positivas que fomenten la adherencia a la práctica

Referencias bibliográficas

  • 1] Aelterman, N., Vansteenkiste, M., Haerens, L., Soenens, B., Fontaine, J. R. J., & Reeve, J. (2019). Toward an integrative and fine-grained insight in motivating and demotivating teaching styles: The merits of a circumplex approach. Journal of Educational Psychology, 111(3), 497-521. https://doi.org/10.1037/edu0000293
  • [2] Bechter, B. E., Dimmock, J. A., & Jackson, B. (2019). A cluster-randomized controlled trial to improve student experiences in physical education: Results of a student-centered learning intervention with high school teachers. Psychology of Sport and Exercise, 45, 101553. https://doi.org/10.1016/j.psychsport.2019.101553
  • [3] Burgueño, R., Abós, A., Sevil-Serrano, J., Haerens, L., De Cocker, K., & García-González, L. (2023). A Circumplex Approach to (de)motivating Styles in Physical Education: Situations-In-School–Physical Education Questionnaire in Spanish Students, Pre-Service, and In-Service Teachers. Measurement in Physical Education and Exercise Science. Exercise Science. https://doi.org/10.1080/1091367X.2023.2248098
  • [4] Cents-Boonstra, M., Lichtwarck-Aschoff, A., Lara, M. M., & Denessen, E. (2022). Patterns of motivating teaching behaviour and student engagement: A microanalytic approach. European Journal of Psychology of Education, 37(1), 227-255. doi.org/10.1007/s10212-021-00543-3
  • [5] Chacón Cuberos, R., Zurita Ortega, F., Cachón Zagalaz, J., Espejo Garcés, T., Castro Sánchez, M., & Pérez Cortés, A. J. (2018). Perceived Motivational Climate Toward Sport in University Physical Education Students. Apunts Educación Física y Deportes, 131, 49-59. http://dx.doi.org/10.5672/apunts.2014-0983.es.(2018/1).131.04
  • [6] Cohen, R., Katz, I., Aelterman, N., & Vansteenkiste, M. (2022). Understanding shifts in students’ academic motivation across a school year: The role of teachers’ motivating styles and need-based experiences. European Journal of Psychology of Education. https://doi.org/10.1007/s10212-022-00635-8
  • [7] Corr, M., McSharry, J., & Murtagh, E. M. (2019). Adolescent Girls’ Perceptions of Physical Activity: A Systematic Review of Qualitative Studies. American Journal of Health Promotion, 33(5), 806-819. https://doi.org/10.1177/0890117118818747
  • [8] Dallmeyer, S., Wicker, P., & Breuer, C. (2020). The relationship between physical activity and out-of-pocket health care costs of the elderly in Europe. European Journal of Public Health, 30(4), 628-632. https://doi.org/10.1093/eurpub/ckaa045
  • [9] Delrue, J., Reynders, B., Broek, G. V., Aelterman, N., De Backer, M., Decroos, S., De Muynck, G.-J., Fontaine, J., Fransen, K., Van Puyenbroeck, S., Haerens, L., & Vansteenkiste, M. (2019). Adopting a helicopter-perspective towards motivating and demotivating coaching: A circumplex approach. Psychology of Sport and Exercise, 40, 110-126. https://doi.org/10.1016/j.psychsport.2018.08.008
  • [10] Diloy-Peña, S., García-González, L., Sevil-Serrano,J., Sanz-Remacha, M. & Abós, A. (2021). Motivating teaching style in Physical Education: how does it affect the experiences of students? Apunts Educación Física y Deportes, 144, 44-51. https://doi.org/10.5672/apunts.2014-0983.es.(2021/2).144.06
  • [11] Escriva-Boulley, G., Guillet-Descas, E., Aelterman, N., Vansteenkiste, M., Van Doren, N., Lentillon-Kaestner, V., & Haerens, L. (2021). Adopting the Situation in School Questionnaire to Examine Physical Education Teachers’ Motivating and Demotivating Styles Using a Circumplex Approach. International Journal of Environmental Research and Public Health, 18(14), 7342. https://doi.org/10.3390/ijerph18147342
  • [12] Escriva-Boulley, G., Haerens, L., Tessier, D., & Sarrazin, P. (2021). Antecedents of primary school teachers’ need-supportive and need-thwarting styles in physical education. European Physical Education Review, 27(4), Article 4. https://doi.org/10.1177/1356336X211004627
  • [13] Fin, G., Moreno-Murcia, J. A., León, J., Baretta, E., & Júnior, R. J. N. (2019). Interpersonal autonomy support style and its consequences in physical education classes. PLOS ONE, 14(5), e0216609. https://doi.org/10.1371/journal.pone.0216609
  • [14] Franco, E., González-Peño, A., Trucharte, P., & Martínez-Majolero, V. (2023). Challenge-based learning approach to teach sports: Exploring perceptions of teaching styles and motivational experiences among student teachers. Journal of Hospitality, Leisure, Sport & Tourism Education, 32, 100432. https://doi.org/10.1016/j.jhlste.2023.100432
  • [15] Gordeeva, T.O., & Sychev, O.A. (2021). Diagnostics of motivating and demotivating styles of teachers:” Situations-in-School” Questionnaire. Psychological Science and Education, 26(1), 51-65. https://doi.org/10.17759/pse.2021260103
  • [16] Haerens, L., Vansteenkiste, M., Aelterman, N., Van den Berghe, L. (2016). Toward a Systematic Study of the Dark Side of Student Motivation: Antecedents and Consequences of Teachers’ Controlling Behaviors. In: Liu, W., Wang, J., Ryan, R. (eds) Building Autonomous Learners. Springer, Singapore. https://doi.org/10.1007/978-981-287-630-0_4
  • [17] Hair, J., Anderson, R., Tatham, R., & Black, W. (1998). Multivariate data analysis (5th ed.). Prentice Hall.
  • [18] Huéscar, H., Barrachina, J., y Moreno-Murcia, J. A. (2022). En búsqueda de la autonomía en educación física. Octaedro. https://doi.org/10.36006/09124-1
  • [19] Jester, A., Kreider, K. E., Ochberg, R., & Meek, J. (2018). Effectiveness of Implementing Initial Education Strategies to Promote Awareness and Healthy Habits in Childhood Obesity: A Quality Improvement Project. Journal of Pediatric Health Care, 32(2), 157–162. https://doi.org/10.1016/j.pedhc.2017.09.006
  • [20] Knafel, R. M., Coddington, J., Sorg, M., & Gallegos, J. L. (2023). Introduction of a conversation starter tool to improve health habits in young children. Journal of Pediatric Nursing, 68, 1–9. https://doi.org/10.1016/j.pedn.2022.09.024
  • [21] Moè, A., Consiglio, P., & Katz, I. (2022). Exploring the circumplex model of motivating and demotivating teaching styles: The role of teacher need satisfaction and need frustration. Teaching and Teacher Education, 118, 103823. https://doi.org/10.1016/j.tate.2022.103823
  • [22] Moreno-Murcia, J. A. y Barrachina, J. (2022). Motivar en Educación Física. No lo dudes, aplica la ciencia. Inde.
  • [23] Moreno-Murcia, J. A., & Huéscar, E. (2019). Effect of a teaching intervention on motivation, enjoyment, and importance given to Physical Education. Motricidade, 15(2-3), 21-31. https://doi.org/10.6063/MOTRICIDADE.16676
  • [24] Moreno-Murcia, J. A., & Sánchez-Latorre, F. (2016). The effects of autonomy support in physical education classes. RICYDE. Revista Internacional de Ciencias del Deporte, 43(12), 79-89. https://doi.org/10.5232/ricyde2016.04305
  • [25] Moreno-Murcia, J. A., Pintado, R., Huéscar, E., & Marzo, J. C. (2018). Estilo interpersonal controlador y percepción de competencia en educación superior. European Journal of Education and Psychology, 11(1), 33. https://doi.org/10.30552/ejep.v11i1.184
  • [26] Muñiz, J., Elosua, P. y Hambleton, R. (2013). Directrices para la traducción y adaptación de los tests: segunda edición. Psicothema, 25(2), 151-157. https://doi.org/10.7334/psicothema2013.24
  • [27] Norusis, M. J. (1992). SPSS for Windows: Base system user’s guide, release 5.0. SPSS incorporated.
  • [28] Pérez-González, A. M., Valero-Valenzuela, A., Moreno-Murcia, J. A., & Sánchez-Alcaraz, B. J. (2019). Systematic Review of Autonomy Support in Physical Education. Apunts Educación Física y Deportes, 138, 51-61. https://dx.doi.org/10.5672/apunts.2014-0983.es.(2019/4).138.04
  • [29] Reeve, J. (2016). Autonomy-Supportive Teaching: What It Is, How to Do It. En W. C. Liu, J. C. K. Wang, & R. M. Ryan (Eds.), Building Autonomous Learners (pp. 129-152). Springer Singapore. https://doi.org/10.1007/978-981-287-630-0_7
  • [30] Reeve, J., & Shin, S. H. (2020). How teachers can support students’ agentic engagement. Theory Into Practice, 59(2), 150-161. https://doi.org/10.1080/00405841.2019.1702451
  • [31] Reeve, J., Vansteenkiste, M., Assor, A., Ahmad, I., Cheon, S. H., Jang, H., Kaplan, H., Moss, J. D., Olaussen, B. S., & Wang, C. K. J. (2014). The beliefs that underlie autonomy-supportive and controlling teaching: A multinational investigation. Motivation and Emotion, 38(1), 93-110. https://doi.org/10.1007/s11031-013-9367-0
  • [32] Ryan, R. M., & Deci, E. L. (Eds.). (2017). Self-Determination Theory: Basic Psychological Needs in Motivation, Development, and Wellness. Guilford Press. https://doi.org/10.1521/978.14625/28806
  • [33] Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary educational psychology, 61, 101860.
  • [34] Santana-Monagas, E., Núñez, J. L., Loro, J. F., Huéscar, E., & León, J. (2022). Teachers’ engaging messages: The role of perceived autonomy, competence and relatedness. Teaching and Teacher Education, 109, 103556. https://doi.org/10.1016/j.tate.2021.103556
  • [35] Smith, L., Harvey, S., Savory, L., Fairclough, S., Kozub, S., & Kerr, C. (2015). Physical activity levels and motivational responses of boys and girls: A comparison of direct instruction and tactical games models of games teaching in physical education. European Physical Education Review, 21(1), 93-113. https://doi.org/10.1177/1356336X14555293
  • [36] Soenens, B., Sierens, E., Vansteenkiste, M., Dochy, F., & Goossens, L. (2012). Psychologically controlling teaching: Examining outcomes, antecedents, and mediators. Journal of Educational Psychology, 104(1), Article 1. https://doi.org/10.1037/a0025742
  • [37] Taylor, I. M., Ntoumanis, N., Standage, M., & Spray, C. M. (2010). Motivational Predictors of Physical Education Students’ Effort, Exercise Intentions, and Leisure-Time Physical Activity: A Multilevel Linear Growth Analysis. Journal of Sport and Exercise Psychology, 32(1), 99-120. https://doi.org/10.1123/jsep.32.1.99
  • [38] Vallerand, R. J. (1997). Toward A Hierarchical Model of Intrinsic and Extrinsic Motivation. In Advances in Experimental Social Psychology (Vol. 29, pp. 271-360). Elsevier. https://doi.org/10.1016/S0065-2601(08)60019-2
  • [39] Vallerand, R. J., & Lalande, D. R. (2011). The MPIC Model: The Perspective of the Hierarchical Model of Intrinsic and Extrinsic Motivation. Psychological Inquiry, 22(1), 45-51. https://doi.org/10.1080/1047840X.2011.545366
  • [40] Vansteenkiste, M., Ryan, R. M., & Soenens, B. (2020). Basic psychological need theory: Advancements, critical themes, and future directions. Motivation and Emotion, 44(1), 1-31. https://doi.org/10.1007/s11031-019-09818-1
  • [41] Vasconcellos, D., Parker, P. D., Hilland, T., Cinelli, R., Owen, K. B., Kapsal, N., Lee, J., Antczak, D., Ntoumanis, N., Ryan, R. M., & Lonsdale, C. (2020). Self-determination theory applied to physical education: A systematic review and meta-analysis. Journal of Educational Psychology, 112(7), 1444-1469. https://doi.org/10.1037/edu0000420
  • [42] Vermote, B., Aelterman, N., Beyers, W., Aper, L., Buysschaert, F., & Vansteenkiste, M. (2020). The role of teachers’ motivation and mindsets in predicting a (de)motivating teaching style in higher education: A circumplex approach. Motivation and Emotion, 44(2), 270-294. https://doi.org/10.1007/s11031-020-09827-5
  • [43] World Health Organization. (2022). Global status report on physical activity 2022: Executive summary. www.who.int/publications-detail-redirect/9789240060449
  • [44] Zhang, Z. (2022). Toward the Role of Teacher Empathy in Students’ Engagement in English Language Classes. Frontiers in Psychology, 13, 880935. https://doi.org/10.3389/fpsyg.2022.880935
Fuente de los datos: Dialnet