Modelo de educación deportiva versus modelo tradicional: efectos en la motivación y deportividad / Sport Education Model Versus Traditional Model: Motivational and Sportsmanship Effects pp. 449-466

A. Méndez-Giménez, J. Fernández-Río, D. Méndez-Alonso

Resumen


El objetivo de este trabajo fue comparar los efectos que provocan los modelos de enseñanza Tradicional y de Educación Deportiva en la motivación y deportividad del alumnado de educación física, incluyendo también un tercer nivel de tratamiento, variante del modelo de Educación Deportiva, en el que se empleó material autoconstruido. Se realizó un diseño cuasi-experimental con tres niveles de tratamiento y medidas pretest y postest de cuatro variables dependientes: metas de logro, metas de amistad, necesidades psicológicas básicas y la deportividad durante la enseñanza del ultimate. Accedieron a participar un total de 295 estudiantes de secundaria y bachillerato cuyas edades oscilaban entre los 12-17 años. Los resultados indicaron mejoras significativas en las metas de evitación del rendimiento, metas de amistad, necesidades psicológicas básicas y subescalas de deportividad en ambos grupos de Educación Deportiva.

 

PALABRAS CLAVES: Motivación, Deportividad, Enseñanza Secundaria, Aproximación-Evitación, Material autoconstruido, Valores

 

ABSTRACT

The goal of the present project was to compare the effects of three different instructional models: (Traditional, Sport Education and Sport Education with Self-Made Materials) on physical education students' motivation and sportsmanship. A quasi-experimental design with three levels of treatment was used. Pretest and posttest scores on achievement goals, friendship, psychological needs and sportsmanship were obtained after the application of a learning unit of ultimate in a school in the northern part of Spain. A total of 295 secondary school students, ages 12-17, agreed to participate. Results showed significant increases in performance-avoidance goals, friendship goals, basic psychological needs and sportsmanship in both Sport Education groups. Sport Education seems to offer more advantages than the traditional teaching method to develop adolescents achievement and social goals, as well as sportsmanship, in physical education.

 

KEY WORDS: Motivation, Sportsmanship, Secondary Education, Approach-Avoidance, Self-made material, Values

 


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DOI: http://dx.doi.org/10.15366/rimcafd2015.59.004

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