¿Puede la educación deportiva mejorar las actitudes hacia la educación física en secundaria?

  1. Esther Morales Ortiz 1
  2. R. Burgueño 2
  3. Belén Cueto Martín 1
  4. José Macarro Moreno 1
  5. Jesús Medina Casaubón 1
  1. 1 Universidad de Granada
    info

    Universidad de Granada

    Granada, España

    ROR https://ror.org/04njjy449

  2. 2 Universidad Internacional Isabel I de Castilla
    info

    Universidad Internacional Isabel I de Castilla

    Burgos, España

    ROR https://ror.org/055sgt471

Zeitschrift:
Revista Internacional de Medicina y Ciencias de la Actividad Física y del Deporte

ISSN: 1577-0354

Datum der Publikation: 2021

Ausgabe: 21

Nummer: 83

Seiten: 435-450

Art: Artikel

DOI: 10.15366/RIMCAFD2021.83.002 DIALNET GOOGLE SCHOLAR lock_openOpen Access editor

Andere Publikationen in: Revista Internacional de Medicina y Ciencias de la Actividad Física y del Deporte

Zusammenfassung

The objective of this research was to examine the influence of a Sport Education season on students’ attitudes towards Physical Education (PE). The participants were 53 (31 male and 22 female; Mage= 15.13, SDage= 1.40) secondary school students who took part in a Sport Education intervention consisting of fourteen 55-minute sessions. A quasi-experimental design with no control group and with pre-test and post-test measures was adopted. The results derived from MANOVA test showed a significant increase in the levels of perception of PE and the teacher, difficulty of PE, usefulness of PE and preference for PE in students after a Sport Education season. No significant multivariate effects were found for age, gender or after-school sport. These findings are discussed highlighting the importance of Sport Education in the development of the students’ attitudes towards PE as a means to promote their comprehensive education.

Bibliographische Referenzen

  • Aicinena, S. (1991). The teacher and student attitudes toward physical education. The Physical Educator, 48, 28–33.
  • Araujo, R., Mesquita, I., & Hastie, P. A. (2014). Review of the status of learning in research on Sport Education: Future research and practice. Journal of Sports Science and Medicine, 13(4), 846–858.
  • Ato, M., López-García, J. J., & Benavente, A. (2013). A classification system for research designs in psychology. Annals of Psychology, 29(3), 1038–1059. https://doi.org/10.6018/analesps.29.3.178511
  • Briñol, P., Horcajo, J., Becerra, A., Falces, C., & Sierra, B. (2002). Cambio de actitudes implícitas. Psicothema, 14(4), 771–775.
  • Burgueño, R., Cueto-Martín, B., Morales-Ortiz, E., Da Costa Silva, P. C., & Medina-Casaubón, J. (2018). Clarifying the influence of sport education on basic psychological need satisfaction in high school students. Motricidade, 14(2–3), 48–58. https://doi.org/10.6063/motricidade.13318
  • Burgueño, R., Cueto-Martín, B., Morales-Ortiz, E., & Medina-Casaubón, J. (2020). Influence of sport education on high school students’ motivational response: A gender perspective. Retos. Nuevas Tendencias En Educación Física y Recreación, 37(1), 604–613. https://doi.org/10.47197/retos.v37i37.70880
  • Calderón, A., Hastie, P. A., & Martínez de Ojeda, D. (2010). Learning to teach sport education: Initial experience in elementary education. Cultura, Ciencia y Deporte, 6(5), 169–181. https://doi.org/10.12800/ccd.v5i15.103
  • Calderón, A., Martínez de Ojeda, D., & Hastie, P. A. (2013). Students and teachers’ perception after practice with two pedagogical models in physical education. RICYDE. Revista Internacional de Ciencias Del Deporte, 32(9), 137–153. https://doi.org/10.5232/ricyde2013.03204
  • Campbell, D. E. (1969). Student attitudes toward physical education. Research Quarterly. American Association for Health, Physical Education and Recreation, 39(3), 456–462. https://doi.org/10.1080/10671188.1968.10616564
  • Chu, T. L., & Zhang, T. (2018). Motivational processes of sport education among high school students: A systematic review. European Physical Education Review, 24(3), 372–394. https://doi.org/10.1177/1356336X17751231
  • Cuevas, R., García-López, L. M., & Contreras, O. (2015). Influence of the sport education model in the basic psychological needs. Cuadernos de Psicología Del Deporte, 15(2), 155–162.
  • Digelidis, N., Papaioannou, A., Laparidis, K., & Chistodoulidis, T. (2003). A one-year intervention in 7th grade physical education classes aiming to change motivational climate and attitudes towards exercise. Psychology of Sport and Exercise, 4, 195–210. https://doi.org/10.1016/S1469-0292(02)00002-X
  • Evangelio, C., Sierra-Díaz, J., González-Víllora, S., & Fernández-Río, J. (2018). The sport education model in elementary and secondary education: A systematic review. Movimento, 24(2), 931–946. https://doi.org/10.22456/1982-8918.81689
  • Farias, C., Hastie, P. A., & Mesquita, I. (2017). Towards a more equitable and inclusive learning environment in Sport Education: Results of an action research-based intervention. Sport, Education and Society, 22(4), 460–476. https://doi.org/10.1080/13573322.2015.1040752
  • Farias, C., Mesquita, I., & Hastie, P. A. (2019). Student game-play performance in invasion games following three consecutive hybrid Sport Education seasons. European Physical Education Review, 25(3), 691–712. https://doi.org/10.1177/1356336X18769220
  • Farias, C., Valério, C., & Mesquita, I. (2018). Sport education as a curriculum approach to student learning of invasion games: Effects on game performance and game involvement. Journal of Sports Science and Medicine, 17(1), 56–65. https://doi.org/10.15628/holos.2018.2891
  • Field, A. (2017). Discoring statistics using IBM SPSS Statistics (5th ed.). SAGE Publications.
  • Gil-Arias, A., Harvey, S., Cárceles, A., Práxedes, A., & Del Villar, F. (2017). Impact of a hybrid TGfU-sport education unit on student motivation in physical education. PLoS ONE, 12(6), 1–17. https://doi.org/10.1371/journal.pone.0179876
  • Gil-Madrona, P., Samalot-Rivera, A., & Kozub, F. M. (2016). Acquisition and transfer of values and social skills through a physical education program focused in the affective domain. Motricidade, 12(3), 32–38. https://doi.org/10.6063/motricidade.6502
  • Ginciene, G., & Matthiesen, S. Q. (2017). The sport education model on the teaching of track and field in school. Movimento, 23(2), 729–742. https://doi.org/10.22456/1982-8918.69788
  • Gonzalez-Cutre, D., Sicilia, A., Beas-Jiménez, M., & Hagger, M. S. (2014). Broadening the trans-contextual model of motivation: A study with Spanish adolescents. Scandinavian Journal of Medicine and Science in Sports, 24(4), 306–319. https://doi.org/10.1111/sms.12142
  • Gülay, O., Mirzeo?lu, D., Çelebi, M., Gulay, O., Mirzeoglu, D., & Celebi, M. (2010). Effects of cooperative games on social skill levels and attitudes toward physical education. Egitim Arastirmalari - Eurasian Journal of Educational Research, 10(40), 77–92.
  • Harvey, S., Kirk, D., & O’Donovan, T. M. (2014). Sport education as a pedagogical application for ethical development in physical education and youth sport. Sport, Education and Society, 19(1), 41–62. https://doi.org/10.1080/13573322.2011.624594
  • Hastie, P. A., Martínez de Ojeda, D., & Calderon, A. (2011). A review of research on Sport Education: 2004 to the present. Physical Education and Sport Pedagogy, 16(2), 103–132. https://doi.org/10.1080/17408989.2010.535202
  • Hastie, P. A., & Wallhead, T. (2016). Models-based practice in physical education: The case for sport education. Journal of Teaching in Physical Education, 35(4), 390–399. https://doi.org/10.1123/jtpe.2016-0092
  • Hastie, P. A., Ward, J. K., & Brock, S. J. (2017). Effect of graded competition on student opportunities for participation and success rates during a season of sport education. Physical Education and Sport Pedagogy, 22(3), 316–327. https://doi.org/10.1080/17408989.2016.1203888
  • Layne, T. E., & Hastie, P. A. (2016). Analysis of teaching physical education to second-grade students using sport education. Education 3-13, 44(2), 226–240. https://doi.org/10.1080/03004279.2014.914551
  • Mahedero, P., Calderón, A., Arias-Estero, J. L., Hastie, P. A., & Guarino, A. J. (2015). Effects of student skill level on knowledge, decision making, skill execution and game performance in a mini-volleyball sport education season. Journal of Teaching in Physical Education, 34(4), 626–641. https://doi.org/10.1123/jtpe.2014-0061
  • Martínez de Ojeda, D., Puente-Maxera, F., & Méndez-Giménez, A. (2021). Motivational and social effects of a multiannual sport education program. Revista Internacional de Medicina y Ciencias de La Actividad Física y El Deporte, 21(81), 29–46. https://doi.org/https://doi.org/10.15366/rimcafd2021.81.003
  • Marttinen, R., Fredrick III, R. N., & Silverman, S. (2018). Changes in student attitude toward physical education across a unit of instruction. Journal of Physical Education and Sport, 18(1), 62–70. https://doi.org/10.7752/jpes.2018.01008
  • Méndez-Giménez, A., Fernández-Río, J., & Méndez-Alonso, D. (2015). Sport education model versus traditional model: Effects on motivation and sportsmanship. Revista Internacional de Medicina y Ciencias de La Actividad Física y Del Deporte, 15(59), 449–466. https://doi.org/10.15366/rimcafd2015.59.004
  • Méndez-Giménez, A., Martínez-de-Ojeda, D., & Valverde-Pérez, J. J. (2016). Valoración del alumnado y profesorado del material convencional y auto-construido: estudio longitudinal de diseño cruzado en Educación Deportiva. Retos. Nuevas Tendencias En Educación Física y Recreación, 30, 20–25. https://doi.org/10.47197/retos.v0i30.35725
  • Mesquita, I., Pereira, C. H., Araújo, R. M., Farias, C. F., Santos, D. F., & Marques, R. J. (2014). Sport education model: From learning to teaching. Revista Da Educação Física/UEM, 25(1), 1–14. https://doi.org/10.4025/reveducfis.v25i1.21177
  • Mesquita, I., Rodrigues-Pereira, J. A., Araújo, R., Farias, C., & Rolim, R. (2016). Representations of the students and their teacher about the educational value of sport education model within an athletic unit. Motricidade, 12(1), 26–42. https://doi.org/10.6063/motricidade.4213
  • Moreno-Murcia, J. A., Rodríguez, P. L., & Gutiérrez, M. (2003). Intereses y actitudes hacia la educación física. Revista Española de Educación Física, 11(2), 14–28.
  • Pereira, J., Araújo, R., Farias, C., Bessa, C., & Mesquita, I. (2016). Sport education and direct instruction units: Comparison of student knowledge development in athletics. Journal of Sports Science and Medicine, 15(4), 569–577.
  • Pereira, J., Hastie, P. A., Araújo, R., Farias, C., Rolim, R., & Mesquita, I. (2015). A comparative study of students’ track and field technical performance in sport education and in a direct instruction approach. Journal of Sports Science and Medicine, 14(1), 118–127.
  • SHAPE America– Society of Health and Physical Educators. (2014). National standards & grade-level outcomes for K-12 physical education. Human Kinetics.
  • Sicilia, Á., Sáenz-Alvarez, P., González-Cutre, D., & Ferriz, R. (2015). Analysing the influence of autonomous and controlling social factors within the theory of planned behaviour. Australian Psychologist, 50(1), 70–79. https://doi.org/10.1111/ap.12077
  • Siedentop, D. (2002). Sport education: A retrospective. Journal of Teaching in Physical Education, 21(4), 409–418. https://doi.org/10.1123/jtpe.21.4.409
  • Siedentop, D., Hastie, P. A., & van der Mars, H. (2020). Complete guide to sport education (3rd ed.). Human Kinetics.
  • Sinelnikov, O. A. (2009). Sport education for teachers: Professional development when introducing a novel curriculum model. European Physical Education Review, 15(1), 91–114. https://doi.org/10.1177/1356336X09105213
  • Viladrich, C., Angulo-Brunet, A., & Doval, E. (2017). A journey around alpha and omega to estimate internal consistency reliability. Annals of Psychology, 33(3), 755–782. https://doi.org/10.6018/analesps.33.3.268401
  • Wahl-Alexander, Z., & Chomentowski, P. (2018). Impact of a university physical conditioning sport education season on students’ fitness levels. Health Education Journal, 77(7), 828 –836. https://doi.org/10.1177/0017896918776340
  • Wahl-Alexander, Z., Sinelnikov, O. A., & Curtner-Smith, M. (2017). A longitudinal analysis of students’ autobiographical memories of participation in multiple sport education seasons. European Physical Education Review, 23(1), 25–40. https://doi.org/10.1177/1356336X15624246
  • Ward, J. K., Hastie, P. A., Wadsworth, D. D., Foote, S., Brock, S. J., & Hollett, N. (2017). A sport education fitness season’s impact on students’ fitness levels, knowledge, and in-class physical activity. Research Quarterly for Exercise and Sport, 88(3), 346–351. https://doi.org/10.1080/02701367.2017.1321100
Fuente de los datos: Dialnet