Género y motivación situacional en Educación Físicaclaves para el desarrollo de estrategias de intervención.

  1. Sevil Serrano, Javier
  2. Abós Ugarte, Ángel
  3. Julián Clemente, José Antonio
  4. Murillo Pardo, Berta
  5. García González, Luis
Revista:
RICYDE. Revista Internacional de Ciencias del Deporte

ISSN: 1885-3137

Año de publicación: 2015

Volumen: 11

Número: 41

Páginas: 281-296

Tipo: Artículo

DOI: 10.5232/RICYDE2015.04106 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: RICYDE. Revista Internacional de Ciencias del Deporte

Referencias bibliográficas

  • Aibar, A.; Bois, J. E.; Generelo, E.; Zaragoza, J., & Paillard, T. (2013). A cross-cultural study of adolescents' physical activity levels in France and Spain. European Journal of Sport Science, 13(5), 551-558. http://dx.doi.org/10.1080/17461391.2012.746733
  • Amado, D.; Del Villar, F.; Sánchez-Miguel, P. A.; Leo, F. M., & García-Calvo, T. (2014). Analysis of the impact of creative technique on the motivation of Physical Education students in dance content: gender differences. The Journal of Creative Behavior, 0(0), 1-17. http://dx.doi.org/10.1002/jocb.69
  • Ames, C. (1992). Achievement goals, motivational climate, and motivational processes. In G. C. Roberts (Ed.), Motivation in sport and exercise (pp. 161-176). Champaign, IL: Human Kinetics.
  • Baena-Extremera, A.; Granero-Gallegos, A.; Bracho-Amador, C., & Pérez-Quero, F. J. (2012). Spanish version of the sport satisfaction instrument (SSI) adapted to physical education. Journal of Psychodidactics, 17(2), 377-395. http://dx.doi.org/10.1387/ Rev.Psicodidact.4496
  • Biddle, S. J. H.; Braithwaite, R., & Pearson, N. (2014). The effectiveness of interventions to increase physical activity among young girls: A meta-analysis. Preventive Medicine, 62, 119-131. http://dx.doi.org/10.1016/j.ypmed.2014.02.009
  • Braithwaite, R.; Spray, C. M., & Warburton, V. E. (2011). Motivational climate interventions in physical education: A meta-analysis. Psychology of Sport and Exercise, 12(6), 628-638. http://dx.doi.org/10.1016/j.psychsport.2011.06.005
  • Bryan, C. L., & Solmon, M. A. (2007). Self-Determination in physical education: Designing class environments to promote active lifestyles current status of children’s physical activity. Journal of Teaching in Physical Education, 26(3), 260-278.
  • Cairney, J.; Kwan, M. Y.; Velduizen, S.; Hay, J.; Bray, S. R., & Faught, B. E. (2012). Gender, perceived competence and the enjoyment of physical education in children: A longitudinal examination. International Journal of Behavioral Nutrition and Physical Activity, 9(1), 26.
  • Chalabaev, A.; Sarrazin, P.; Fontayne, P.; Boiche, J., & Clement-Guillotin, C. (2013). The influence of sex stereotypes and gender roles on participation and performance in sport and exercise: Review and future directions. Psychology of Sport and Exercise, 14(2), 136-144. http://dx.doi.org/10.1016/j.psychsport.2012.10.005
  • Craggs, C.; Corder, K.; Van Sluijs, E. M. F., & Griffin, S. J. (2011). Determinants of change in Physical Activity in children and adolescents: A systematic review. American Journal of Preventive Medicine, 40(6), 645-658. http://dx.doi.org/10.1016/j.amepre.2011.02.025
  • Craike, M. J.; Polman, R.; Eime, R.; Symons, C.; Harvey, J., & Payne, W. (2014). Associations between behavior regulation, competence, physical activity, and health for adolescent females. Journal Physical Activity Health, 11(2), 410-418. http://dx.doi.org/10.1123/jpah.2012-0070.
  • Deci, E. L., & Ryan, R. M. (2008). Facilitating optimal motivation and psychological wellbeing across life’s domains. Canadian Psychology, 49(1), 14-23. http://dx.doi.org/10.1037/0708-5591.49.1.14
  • Dobbins, M.; Husson, H.; DeCorby, K., & LaRocca, R. L. (2013). School-based physical activity programs for promoting physical activity and fitness in children and adolescents aged 6 to 18. Cochrane Database of Systematic Reviews, 28(2) CD007651. http://dx.doi.org/10.1002/14651858.CD007651.pub2
  • Duda, J. L., & Nicholls, J. G. (1992). Dimensions of achievement motivation in scholwork and sport. Journal of Educational Psychology, 84(3), 290-299. http://dx.doi.org/10.1037/0022-0663.84.3.290
  • Eime, R. M.; Casey, M. M.; Harvey, J. T.; Sawyer, N. A.; Symons, C. M., & Payne, W. R. (2014). Socioecological factors potentially associated with participation in physical activity and sport: A longitudinal study of adolescent girls. Journal of Science and Medicine in Sport. http://dx.doi.org/10.1016/j.jsams.2014.09.012
  • Ennis, C. D. (2011). Physical education curriculum priorities: Evidence for education and skillfulness. Quest, 63(1), 5-18. http://dx.doi.org/10.1080/00336297.2011.10483659
  • Enright, E., & O’Sullivan, M. (2012). Physical Education ‘in All Sorts of Corners’: Student Activists Transgressing Formal Physical Education Curricular Boundaries. Research Quarterly for Exercise and Sport, 83(2), 255-267. http://dx.doi.org/10.1080/02701367.2012.10599856
  • Granero, A.; Ruiz, F. J., y García, M. E. (2009). Opinión de la educación física recibida. En F.J. Ruiz, M.E. García, y M. Pierón (coord.). Actividad física y estilos de vida saludable: análisis de los determinantes de la práctica en adultos (pp.151-162). Sevilla: Wanceullen.
  • Guay, F.; Vallerand, R. J., & Blanchard, C. (2000). On the assessment of state intrinsic and extrinsic motivation: The situational motivation scale (SIMS). Motivation and Emotion, 24(3), 175-213.
  • Gutiérrez, M.; Pilsa, C., y Torres, E. (2007). Perfil de la Educación Física y sus profesores desde el punto de vista de los alumnos. Revista Internacional de Ciencias del Deporte, 8(3), 39-52.
  • Hagger, M. S., & Chatzisarantis, N. L. D. (2012). Transferring motivation from educational to extramural contexts: A review of the trans-contextual model. European Journal of Psychology of Education, 27(2), 195-212. http://dx.doi.org/10.1007/s10212-011-0082-5
  • Hair, J. F.; Anderson, R. E.; Tatham, R. L., & Black, W. C. (1998). Multivariate Data Analysis. New Jersey: Prentice-Hall.
  • Hambleton, R. K. (2005). Issues, designs and technical guidelines for adapting tests into multiple languages and cultures. En R. K. Hambleton, P. F. Merenda & S. D. Spielberger (Eds.): Adapting educational and psychological tests for cross-cultural assessment (pp. 3-38). New Jersey: Lawrence Erlbaum Associates.
  • Hilland, T. A.; Stratton, G.; Vinson, D., & Fairclough, S. J. (2009). The physical education predisposition scale: Preliminary development and validation. Journal of Sports Sciences, 27(14), 1555-1563. http://dx.doi.org/10.1080/02640410903147513
  • Hilland, T. A.; Ridgers, N. D.; Stratton, G., & Fairclough, S. J. (2011). Associations between selected demographic, biological, school environmental and physical education based correlates, and adolescent physical activity. Pediatric Exercise Science, 23(1), 61-71.
  • Isorna, M.; Rial, A.; Vaquero, R., y Sanmartín, F. (2012). Motivaciones para la práctica de deporte federado y del piragüismo en alumnos de primaria y secundaria. Retos. Nuevas tendencias en Educación Física. Deporte y Recreación, 21, 19-24.
  • Jang, H.; Reeve, J., y Deci, E. L. (2010). Engaging students in learning activities: it is not autonomy support or structure but autonomy support and structure. Journal of Educational Psychology, 102(3), 588-600. http://dx.doi.org/10.1037/a0019682
  • Jose, K. A.; Blizzard, L.; Dwyer, T.; McKercher, C., & Venn, A. J. (2011). Childhood and adolescent predictors of leisure time physical activity during the transition from adolescence to adulthood: a population based cohort study. International Journal of Behavioral Nutrition and Physical Activity, 8(54). http://dx.doi.org/10.1186/1479-5868-8-54
  • Julián, J. A.; Cervelló, E.; Del Villar, F., y Moreno, J. A. (2014). Estrategias didácticas para la enseñanza de la Educación Física. Madrid: Síntesis.
  • Julián, J. A.; López, N.; Aguareles, I.; Zaragoza, J., y Generelo, E. (2008). La negociación curricular en educación física ¿utopía o realidad?. Revista de Aula de Innovación Educativa, 173-174, 65-68.
  • Kirk, D., y Oliver, K. L. (2014). The same old story: the reproduction and recycling of a dominant narrative in research on physical education for girls. Apunts. Educación Física y Deportes, 116, 7-22. http://dx.doi.org/10.5672/apunts.2014-0983.es
  • Knisel, E.; Opitz, S.; Wossmann, M., y Keteihuf, K. (2009). Sport motivation and physical activity of students in three European schools. International Journal of Physical Education, 46, 40-53.
  • Leptokaridou, E. T.; Vlachopoulos, S. P., y Papaioannou, A. G. (2014). Experimental longitudinal test of the influence of autonomy-supportive teaching on motivation for participation in elementary school physical education. Educational Psychology. http://dx.doi.org/10.1080/01443410.2014.950195
  • Macarro, J.; Romero, C., y Torres, J. (2010). Motivos de abandono de la práctica de actividad físico-deportiva en los estudiantes de Bachillerato de la provincia de Granada. Revista Educación, 353, 495-519.
  • Martín-Albo, J.; Nuñez, J. L., & Navarro, J. G. (2009). Validation of the Spanish Version of the Situational Motivation Scale (EMSI) in the Educational Context. The Spanish Journal of Psychology, 12(2), 799-807.
  • Mitchell, F.; Gray, S., & Inchley, J. (2013). ‘This choice thing really works …’ Changes in experiences and engagement of adolescent girls in physical education classes, during a school-based physical activity programme, Physical Education and Sport Pedagogy. http://dx.doi.org/10.1080/17408989.2013.837433
  • Moreno, J. A.; González-Cutre, D.; Chillón, M., y Parra, N. (2008). Adaptación a la educación física de la Escala de las Necesidades Psicológicas Básicas en el Ejercicio (BPNES). Revista Mexicana de Psicología, 25(2), 295-303.
  • Mouratidis, A.; Vansteenkiste, M.; Lens, W., y Sideridis, G. (2008). The motivating role of positive feedback in sport and physical education: evidence for a motivational model. Journal of Sport & Exercise Psychology, 30(2), 240-268.
  • Murillo, B.; García, E.; Generelo, E.; Bush, P. L.; Zaragoza, J.; Julián, J. A., & GarcíaGonzález, L. (2013). Promising school-based strategies and intervention guidelines to increase physical activity of adolescents. Health Education Research, 28(3), 523538. http://dx.doi.org/10.1093/her/cyt040
  • Murillo, B.; García, E.; Julián, J. A., & Generelo, E. (2014). Empowering adolescents to be physically active: Threeyear results of the sigue la huella intervention. Preventive Medicine, 66, 6-11. http://dx.doi.org/10.1016/j.ypmed.2014.04.023
  • Murillo, B.; Julián, J. A.; García-González, L.; Albarca-Sos, A., y Zaragoza, J. (2014). Influencia del género y de los contenidos sobre la actividad física y la percepción de competencia en Educación Física. RICYDE. Revista internacional de ciencias del deporte, 36(10), 131-143. http://dx.doi.org/10.5232/ricyde2014.03604
  • O'Donovan, G.; Blazevich, A. J.; Boreham, C.; Cooper, A. R.; Crank, H.; Ekelund, U.; … , & Stamatakis E. (2010). The ABC of Physical Activity for Health: a consensus statement from the British Association of Sport and Exercise Sciences. Journal of Sports Sciences, 28(6), 573-91. http://dx.doi.org/10.1080/02640411003671212
  • O’Leary, N. (2014). Learning informally to use teaching games for understanding: the experiences of a recently qualified teacher. European Physical Education Review, 20(3), 367-384. http://dx.doi.org/10.1177/1356336X14534359
  • Orden de 9 de mayo de 2007, del Departamento de Educación, Cultura y Deporte, por la que se aprueba el currículo de la Educación secundaria obligatoria y se autoriza su aplicación en los centros docentes de la Comunidad autónoma de Aragón, 65, 88719024. B.O.A. 1 de junio de 2007.
  • Piéron, M.; Castro, M. J., y González, M. A. (2006). Actitudes y motivación en Educación Física escolar. Retos. Nuevas tendencias en Educación Física, Deporte y Recreación, 10, 5-22.
  • Robles, J.; Abad, M. T.; Castillo, E.; Giménez, F. J., y Robles, A. (2013). Factores que condicionan la presencia de la expresión corporal en la enseñanza secundaria según el profesorado de educación física. Retos. Nuevas tendencias en Educación Física, Deporte y Recreación, 24, 171-175.
  • Rodríguez, P. L.; García-Cantó, E.; Sánchez-López, C., y López-Miñarro, P. A. (2013). Percepción de la utilidad de las clases de educación física y su relación con la práctica físico-deportiva en escolares. Cultura y Educación, 25(1), 65-75.
  • Ryan, R. M., & Deci, E. L. (2002). An overview of self-determination theory: An organismic-dialectical perspective. In E. L. Deci y R. M. Ryan (Eds.), Handbook of self-determination research (pp. 3–33). Rochester, NY: University of Rochester.
  • Ryan, R. M., & Deci, E. L. (2007). Active human nature: Self-determination theory and the promotion and maintenance of sport, exercise, and health. En M. S. Hagger, y N. L. D. Chatzisarantis (Eds.), Intrinsic motivation and self-determination in exercise and sport (pp. 1-19). Champaign, IL: Human Kinetics.
  • Sallis, J. F.; McKenzie, T. L.; Beets, M. W.; Beigle, A.; Erwin, H., & Lee, S. (2012). Physical education´s role in public health: steps forward and backward over 20 years and HOPE for the Future. Research Quarterly for Exercise and Sport, 83(2), 125-135. http://dx.doi.org/10.1080/02701367.2012.10599842
  • Sallis, J. F.; Owen, N., & Fisher, E. B. (2008). Ecological models of health behavior, in: Glanz, K., Rimer, B. K., Viswanath, K. (Eds.), Health behavior and health education: theory, research, and practice. 4th. CA: Jossey-Bass, San Francisco: 465-486.
  • Sánchez-Oliva, D.; Sánchez-Miguel. P. A.; Leo, F. M.; Kinnafick, F. E., y García-Calvo (2014). Physical education lessons and physical activity intentions within spanish secondary schools: A Self-Determination perspective. Journal of Teaching in Physical Education, 33, 232-249. http://dx.doi.org/10.1123/jtpe.2013-0043
  • Sevil, J.; Julián, J. A.; Abarca-Sos, A.; Aibar, A., y García-González, L. (2014). Efecto de una intervención docente para la mejora de las variables motivacionales situacionales en las clases de Educación Física. Revista Retos. Nuevas tendencias en Educación Física, Deporte y Recreación, 26, 108-113.
  • Sierens, E.; Vansteenkiste, M.; Goossens, L.; Soenens, B., y Dochy, F. (2009). The synergistic relationship of perceived autonomy support and structure in the prediction of self-regulated learning. British Journal of Educational Psychology, 79(1), 57-68. http://dx.doi.org/10.1348/000709908X304398.
  • Smart, J. E.; Cumming, S. P.; Sherar, L. B.; Standage, M.; Neville, H., & Malina, R. M. (2012). Maturity associated variance in physical activity and health-related quality of life in adolescent females: a mediated effects model. Journal of Physical Activity and Health, 9(1), 86-95.
  • Telama, R.; Yang, X.; Leskinen, E.; Kankaanpa¨a¨, A.; Hirvensalo, M.; Tammelin, T.; Viikari, J. S. A., & Raitakari, O. T. (2014). Tracking of physical activity from early childhood through youth into adulthood. Medicine and Science in Sports and Exercise, 46(5), 955-962. http://dx.doi.org/10.1249/MSS.0000000000000181
  • Ullrich-French, S., & Cox, A. E. (2014). Normative and intra-individual changes in physical education motivation across the transition to middle school: A multilevel growth analysis. Sport, Exercise and Performance Psychology, 3(2), 132-147. http://dx.doi.org/10.1037/spy0000005
  • Van den Berghe, L.; Soenens, B. M.; Vansteenkiste, M.; Aelterman, N.; Cardon, G.; Tallir, I. B., & Haerens, L. (2013). Observed need-supportive and need-thwarting teaching behavior in physical education: Do teachers’ motivational orientations matter?. Psychology of Sport and Exercise, 14(5), 650-661. http://dx.doi.org/10.1016/j.psychsport.2013.04.006
  • Vansteenkiste, M.; Niemiec, C., & Soenens, B. (2010). The development of the five minitheories of self-determination theory: an historical overview, emerging trends, and future directions. In T. C. Urdan, & S. A. Karabenick (Eds.), Advances in motivation and achievement. The decade ahead (pp. 105-166). UK: Emerald Publishing.
  • Vlachopoulos, S. P., & Michailidou, S. (2006). Development and initial validation of a measure of autonomy, competence, and relatedness in exercise: The Basic Psychological Needs in Exercise Scale. Measurement in Physical Education and Exercise Science, 10(3), 179-201.
  • Welk, G. J. (1999). The Youth Physical Activity Promotion Model: A conceptual bridge between theory and practice. Quest, 51(1), 5-23. http://dx.doi.org/10.1080/00336297.1999.10484297
  • Yli-Piipari, S.; Leskinen, E.; Jaakkola, T., & Liukkonen, J. (2012). Predictive role of physical education motivation: the developmental trajectories of physical activity during grades 7-9. Research Quarterly for Exercise and Sport, 83(4), 560-569.
  • Zook, K. R.; Saksvig, B. I.; Wu, T. T., & Young, D. R. (2014). Physical activity trajectories and multilevel factors among adolescent girls. Journal of Adolescent Health, 54(1), 74-80. http://dx.doi.org/10.1016/j.jadohealth.2013.07.015.