El aprendizaje del voleibol basado en el juego en Educación Física y su efecto sobre variables motivacionales situacionales

  1. Báguena Mainar, José Ignacio
  2. Sevil Serrano, Javier
  3. Julián Clemente, José Antonio
  4. Murillo Pardo, Berta
  5. García González, Luis
Revue:
Ágora para la educación física y el deporte

ISSN: 1578-2174

Année de publication: 2014

Titre de la publication: Teoría y práctica de los enfoques tácticos en la enseñanza del deporte en el ámbito escolar (I) = Theory and practice of game based approaches in school context (I)

Volumen: 16

Número: 3

Pages: 255-270

Type: Article

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D'autres publications dans: Ágora para la educación física y el deporte

Résumé

The aim of this study was to evaluate the effectiveness of a volleyball teaching unit program of Physical Education over situational motivational variables, with two levels of intervention. A first level by applying general strategies based on TARGET areas (Ames, 1992) , and a second level of intervention methodically based on the Teaching Games for Understanding (Bunker and Thorpe, 1982) approach. The effect of the intervention on different situational motivational variables was evaluated. 61 students of the 4th year of Secondary Education were involved in a complete teaching unit. In the experimental group (n = 41) a specific intervention was applied, while in the control group (n = 20) there was no manipulation with a more traditional approach to teaching. The instruments measured the motivational climate, autonomy support, basic psychological needs and self-determined motivation. Results showed that experimental group developed a higher perceived task climate, greater autonomy, greater autonomy satisfaction and lower amotivation than the control group. Results also showed that student�centered approaches to teaching through game-based methodology generate optimal motivational climates which can impact positively on PE classes.

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