A qualidade da motivação dos alunos e o empenho nas aulas de educação física
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2013
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A Teoria da Autodeterminação (SDT) tem uma importância significativa, facilitando a compreensão do processo motivacional, ou seja, da forma como os alunos regulam os seus comportamentos e a “seriedade” com que encaram as diferentes atividades. Nas aulas de Educação Física podem-se observar alunos com diferentes níveis e formas de envolvimento nas aulas, existindo diferentes tipos de regulação dos comportamentos, mais controladas ou mais autónomos. Tendo em conta a qualidade da motivação e o envolvimento dos alunos nas aulas de Educação Física, o objetivo deste estudo passa por perceber a existência de uma associação entre ambos, bem como, perceber se o índice de masa corporal (IMC) influencia esta associação.
No presente estudo participaram 1390 estudantes, pertencentes ao 3º ciclo e secundário, de diferentes escolas da região de Lisboa e de Grândola, onde estavam a lecionar professores-estagiários de educação física da ULHT. As idades variaram entre os 12 e os 18 anos. Para a recolha de dados foram utilizados os questionários, PLOCQ (Peirceved Locus of Causality Questionnaire) e EEF (Engagement in Physical Education).
Os resultados revelaram que as regulações mais autónomas estão correlacionadas positivamente com o envolvimento dos alunos nas aulas de Educação Física, enquanto a regulação externa e a amotivação apresentaram correlações negativas com o envolvimento nas aulas de Educação Física. A associação entre a qualidade da motivação e o envolvimento comportamental não foi dependente do IMC.
Assim sendo, podemos concluir que a motivação intrínseca, a regulação identificada e a regulação introjetada dos alunos para as aulas de Educação Física se encontra associada a um maior envolvimento comportamental, ou seja, a maior empenho, esforço, dedicação, concentração e felicidade dos alunos nas aulas de Educação Física. Estas associações parecem ser independentes do IMC. Possíveis implicações destes resultados para a prática profissional dos professores de Educação Física são discutidas.
Self-determination theory (SDT) has a significant meaning, making an easy comprehension of the motivational process, which is, de way the students regulate their behavior and the seriousness within which they face the different tasks. In physical education classes, we can observe students with different forms and levels of engagement and commitment, which are regulated by different types of behavior regulation, more controlled or more autonomous. Taking into account students’ motivations and behavioral engagement during classes, the main goal of this study was to understand the association between both, and also to test if body mass index (BMI) influenced this relationship. A total 1390 students belonging to the 3rd grade and secondary grade from different schools around Lisbon and Grândola, participated in this study. Their ages were between 12 and 18 years old. The PLOCQ (Peirceved Locus of Causality Questionnaire) and the EEF (Engagement in Physical Education) were used to measure the variables of this study. Results revealed that the more autonomous regulations are positively correlated with students’ behavioral engagement, while external regulation and the amotivation presented negative correlations with the engagement in physical education classes. These correlations were not dependent of students’ BMI. It can concluded that the intrinsic motivation, identified regulation and introjected regulation of the students, during physical education classes is congregated with a bigger behavioral engagement, in other words, better commitment, effort, dedication, concentration, and happiness. These relations seem to be BMI independent. Potencial implications of these results for the professional practice of physical education teachers are discussed.
Self-determination theory (SDT) has a significant meaning, making an easy comprehension of the motivational process, which is, de way the students regulate their behavior and the seriousness within which they face the different tasks. In physical education classes, we can observe students with different forms and levels of engagement and commitment, which are regulated by different types of behavior regulation, more controlled or more autonomous. Taking into account students’ motivations and behavioral engagement during classes, the main goal of this study was to understand the association between both, and also to test if body mass index (BMI) influenced this relationship. A total 1390 students belonging to the 3rd grade and secondary grade from different schools around Lisbon and Grândola, participated in this study. Their ages were between 12 and 18 years old. The PLOCQ (Peirceved Locus of Causality Questionnaire) and the EEF (Engagement in Physical Education) were used to measure the variables of this study. Results revealed that the more autonomous regulations are positively correlated with students’ behavioral engagement, while external regulation and the amotivation presented negative correlations with the engagement in physical education classes. These correlations were not dependent of students’ BMI. It can concluded that the intrinsic motivation, identified regulation and introjected regulation of the students, during physical education classes is congregated with a bigger behavioral engagement, in other words, better commitment, effort, dedication, concentration, and happiness. These relations seem to be BMI independent. Potencial implications of these results for the professional practice of physical education teachers are discussed.
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Orientação: Eliana Cristina Veiga Carraça
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DESPORTO, EDUCAÇÃO FÍSICA, MOTIVAÇÃO, ÍNDICE DE MASSA CORPORAL, SPORT, PHYSICAL EDUCATION, MOTIVATION, BODY MASS INDEX, TEORIA DA AUTODETERMINAÇÃO, SELF-DETERMINATION THEORY