El clima motivacional del docente de Educación Física:¿Puede afectar a las calificaciones del alumnado?

  1. Javier Sevil Serrano 1
  2. Alberto Aibar Solana 1
  3. Ángel Abós Catalán 1
  4. Luis García González 1
  1. 1 Universidad de Zaragoza
    info

    Universidad de Zaragoza

    Zaragoza, España

    ROR https://ror.org/012a91z28

Journal:
Retos: nuevas tendencias en educación física, deporte y recreación

ISSN: 1579-1726,  1988-2041

Year of publication: 2017

Issue Title: La Educación Física y la Promoción de Estilos de Vida Activos: Interrogaciones, Investigación y Dilemas

Issue: 31

Pages: 98-102

Type: Article

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More publications in: Retos: nuevas tendencias en educación física, deporte y recreación

Abstract

The aim of the study was to analyze the relationship between motivational variables, and academic grades in a unit of physical education. Two hundred and twenty-four students, of eight classes, aged between 12 and 14 years (M = 12.37, SD = 0.64) were involved in 10 skipping rope lessons. The instruments measured the perception of the students´ motivational climate, basic psychological needs (BPNES), type of motivation (SIMS-14) and the affective consequences of enjoyment and boredom (SSI-EF) in the last session of the unit. The grade at unit was assessed with a score that could range from 0 to 10. The results showed that task motivational climate, basic psychological needs, self-determined motivation and enjoyment were related significantly positively with the academic grade, being the task motivational climate which showed the greatest predictive effect (35% of variance explained). Conversely, the ego motivational climate, amotivation and boredom were related significantly negative with the academic grade. This fact highlights the importance of the PE teachers on the students´ academic grades when a task motivational climate task is emphasized.

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Funding information

Agradecer la cofinanciación del Gobierno de Aragón y del Fondo Social Europeo

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