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

Ano de publicación: 2024

Número: 155

Páxinas: 38-49

Tipo: Artigo

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Outras publicacións en: Apunts: Educación física y deportes

Resumo

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

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Fonte de datos: Dialnet