Estratégias motivacionais do professor e envolvimento dos alunos na educação física
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2014
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Este estudo teve como principal objetivo a análise da relação entre a perceção que os alunos têm das estratégias motivacionais utilizadas pelos professores de Educação Física e o seu comportamento de envolvimento na aula.
A amostra contou com 1457 alunos, dos quais 707 do sexo masculino e 750 do sexo feminino, a frequentar o ensino básico ou secundário de diversas escolas da zona de Lisboa, com idades compreendidas entre os 11 e os 23 anos de idade. A perceção dos alunos em relação às estratégias motivacionais utilizadas pelos professores foram medidas pelo questionário da Perceção de Apoio às Necessidades Psicológicas Básicas (PANPB) adaptado para o contexto da educação física da escala original de Markland e Tobin (2010), para avaliar o comportamento dos alunos nas aulas foi utilizada a Escalas de Envolvimento na Educação Física (EEF), adaptada da Engagement in Physical Education e a recolha de dados foi realizada na zona de Lisboa, no mês de Maio através dos diretores de turma ou do professor de Educação Física.
Os principais resultados mostraram que a perceção das estratégias utilizadas pelos professores de Educação física (Suporte à autonomia, estrutura e envolvimento pessoal) dos alunos está positivamente associada ao envolvimento (comportamental, cognitivo, proactivo e emocional) dos alunos em aula. As diferenças entre rapazes e raparigas são significativas para a perceção das Necessidades Psicológicas Básicas. As diferenças entre ciclos de ensino mostraram-se significativas apenas no envolvimento proactivo, sendo as médias mais elevadas no 3º ciclo quando comparadas com o secundário. Os resultados mostraram ainda que quanto mais velhos são os alunos, maior é o envolvimento comportamental.
Os resultados foram de encontro às expectativas, cabe então aos professores melhorar as suas estratégias motivacionais em aula, com vista a satisfazer as Necessidades Psicológicas Básicas dos alunos, para que estes se encontrem envolvidos e apresentem níveis de aprendizagem elevados. Esta associação é importante especialmente em Educação Física, pois ao envolver os alunos na disciplina, é fomentado o gosto pelas atividades físicas, levando-os a praticar um estilo de vida ativo e saudável.
This study aimed to analyze the relationship between the perception that students have of motivational strategies used by physical education teachers and their behavior of engagement in class. The sample comprised 1457 students, of which 707 male and 750 female, attending primary or secondary education in various schools in the Lisbon area, aged between 11 and 23 years old. The perception of students in relation to motivational strategies used by teachers were measured by questionnaire Perception of Psychological Support for Basic Needs (PANPB) adapted to the context of physical education of the original scale of Markland and Tobin (2010), to evaluate the behavior of students in class we used the scales of engagement in Physical Education (SPE), adapted from Engagement in Physical Education and the data collection was carried out in the Lisbon area, in May through the class of directors or physical education teacher. It is shown that the perception of the strategies used by physical education teachers (Support autonomy, structure and personal involvement) of the students is positively associated with engagement (behavioral, cognitive, proactive and emotional) of the students in class. The differences between boys and girls are significant to the perception of Psychological Basic Needs. The differences between levels of education were significant only in the proactive engagement, with the highest average in the 3rd cycle when compared to the secondary. The results also showed that the older the students, the higher the behavioral engagement. The results were against expectations, then it is up to teachers to improve their motivational strategies in the classroom, in order to meet the Psychological Basic Needs of students, so that they are engaged and provide high levels of learning. This association is especially important in Physical Education, as to engage students in the discipline, is fostered a taste for physical activity, leading them to practice an active and healthy lifestyle.
This study aimed to analyze the relationship between the perception that students have of motivational strategies used by physical education teachers and their behavior of engagement in class. The sample comprised 1457 students, of which 707 male and 750 female, attending primary or secondary education in various schools in the Lisbon area, aged between 11 and 23 years old. The perception of students in relation to motivational strategies used by teachers were measured by questionnaire Perception of Psychological Support for Basic Needs (PANPB) adapted to the context of physical education of the original scale of Markland and Tobin (2010), to evaluate the behavior of students in class we used the scales of engagement in Physical Education (SPE), adapted from Engagement in Physical Education and the data collection was carried out in the Lisbon area, in May through the class of directors or physical education teacher. It is shown that the perception of the strategies used by physical education teachers (Support autonomy, structure and personal involvement) of the students is positively associated with engagement (behavioral, cognitive, proactive and emotional) of the students in class. The differences between boys and girls are significant to the perception of Psychological Basic Needs. The differences between levels of education were significant only in the proactive engagement, with the highest average in the 3rd cycle when compared to the secondary. The results also showed that the older the students, the higher the behavioral engagement. The results were against expectations, then it is up to teachers to improve their motivational strategies in the classroom, in order to meet the Psychological Basic Needs of students, so that they are engaged and provide high levels of learning. This association is especially important in Physical Education, as to engage students in the discipline, is fostered a taste for physical activity, leading them to practice an active and healthy lifestyle.
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Orientação: Susana Veloso
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EDUCAÇÃO FÍSICA, MESTRADO EM ENSINO DA EDUCAÇÃO FÍSICA NOS ENS. BÁSICO E SECUNDÁRIO, TEORIA DA AUTODETERMINAÇÃO, ALUNOS, ESTRATÉGIAS DE ENSINO, MOTIVAÇÃO, PHYSICAL EDUCATION, SELF-DETERMINATION THEORY, STUDENTS, TEACHING STRATEGIES, MOTIVATION, DESPORTO, SPORT