Qual a associação entre a qualidade da motivação dos alunos e o seu envolvimento comportamental nas aulas de educação física? : análise comparativa de alunos cuja nota educação física conta ou não para a média
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Data
2017
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A Teoria da Autodeterminação é um dos quadros teóricos utilizado para estudar a
motivação dos alunos em Educação Física. A literatura existente demonstra que
atualmente ainda subsistem alguns alunos motivados extrinsecamente ou com a
existência de amotivação para a realização da disciplina. Torna-se, assim, impreterível
que as crianças e jovens sejam estimuladas a adotar um estilo de vida ativo e saudável,
através de boas práticas. Neste sentido, as necessidades psicológicas básicas
apresentam-se como fundamentais uma vez que são os pilares básicos para a
estimulação da motivação intrínseca.
No ano letivo 2012/2013 a Educação Física deixou de contar para a média final de curso
dos alunos pertencentes ao Ensino Secundário. Por esta razão, tornou-se pertinente a
realização deste estudo que visa perceber qual a associação entre a qualidade da
motivação dos alunos e o seu envolvimento comportamental nas aulas de Educação
Física, e refletir sobre as suas implicações futuras na prática desportiva.
A amostra para a realização deste estudo foi constituída por 625 alunos do Ensino
Secundário, com idades compreendidas entre os 15 e os 20 anos, divididos em dois
grandes grupos, alunos cuja classificação conta para a média e alunos cuja classificação
não conta para a média.
Os resultados obtidos revelaram que as regulações mais autónomas estão positivamente
correlacionadas com um maior envolvimento comportamental dos alunos, por outro
lado, não existiu uma correlação positiva nas regulações externas nas aulas de Educação
Física. Relativamente ao envolvimento comportamental dos alunos cuja nota final conta
ou não conta para a média, verificou-se diferenças estatisticamente significativas no
grupo cuja nota final conta para a média. Os mesmos resultados verificaram-se ao nível
da motivação introjetada.
Desta forma, foi possível concluir que a motivação autónoma dos alunos nas aulas
encontra-se positivamente associada a um maior envolvimento comportamental. O facto
de a nota final contar para a média influencia positivamente a qualidade da motivação e
o envolvimento comportamental.
The Self-Determination Theory is one of the theoretical frameworks used to study students' motivation in Physical Education. The existing literature demonstrates that there are still some pupils motivated by extrinsic or with the existence of amotivation for the accomplishment of the discipline. It is therefore imperative that children and young people be encouraged to adopt an active and healthy lifestyle through good practice. In this sense, the basic psychological needs are presented as fundamental since they are the basic pillars for the stimulation of the intrinsic motivation. In the academic year 2012/2013, Physical Education no longer counts towards the final average of the course of the students belonging to Secondary Education. For this reason, it became pertinent to carry out this study, which aims to understand the association between the quality of students' motivation and their engagement in Physical Education classes, and to reflect on their future implications in sports practice. The sample for this study consisted of 625 secondary school students, aged 15 to 20 years old, divided into two large groups, students whose scores account for the average and students whose scores do not count for the average. The results showed that the more autonomous regulations are positively correlated with a greater engagement of the students, on the other hand, there was no positive correlation in the external regulations in the Physical Education classes. Regarding the engagement of students whose final grade counts or does not count for the average, there were statistically significant differences in the group whose final grade counts for the average. The same results were verified in the introjected motivation level. In this way, it was possible to conclude that the autonomous motivation of the students in the classes is positively associated to a greater engagement. The fact that the final grade counts for the average positively influences the quality of the motivation and the behavioral involvement.
The Self-Determination Theory is one of the theoretical frameworks used to study students' motivation in Physical Education. The existing literature demonstrates that there are still some pupils motivated by extrinsic or with the existence of amotivation for the accomplishment of the discipline. It is therefore imperative that children and young people be encouraged to adopt an active and healthy lifestyle through good practice. In this sense, the basic psychological needs are presented as fundamental since they are the basic pillars for the stimulation of the intrinsic motivation. In the academic year 2012/2013, Physical Education no longer counts towards the final average of the course of the students belonging to Secondary Education. For this reason, it became pertinent to carry out this study, which aims to understand the association between the quality of students' motivation and their engagement in Physical Education classes, and to reflect on their future implications in sports practice. The sample for this study consisted of 625 secondary school students, aged 15 to 20 years old, divided into two large groups, students whose scores account for the average and students whose scores do not count for the average. The results showed that the more autonomous regulations are positively correlated with a greater engagement of the students, on the other hand, there was no positive correlation in the external regulations in the Physical Education classes. Regarding the engagement of students whose final grade counts or does not count for the average, there were statistically significant differences in the group whose final grade counts for the average. The same results were verified in the introjected motivation level. In this way, it was possible to conclude that the autonomous motivation of the students in the classes is positively associated to a greater engagement. The fact that the final grade counts for the average positively influences the quality of the motivation and the behavioral involvement.
Descrição
Orientação: Eliana Cristina Veiga Carraça
Palavras-chave
MESTRADO EM ENSINO DA EDUCAÇÃO FÍSICA NOS ENS. BÁSICO E SECUNDÁRIO, DESPORTO, EDUCAÇÃO FÍSICA, TEORIA DA AUTODETERMINAÇÃO, MOTIVAÇÃO, COMPORTAMENTO, ENSINO SECUNDÁRIO, SPORT, PHYSICAL EDUCATION, SELF-DETERMINATION THEORY, MOTIVATION, BEHAVIOUR, SECONDARY EDUCATION