Análise da qualidade motivacional e engagement em aulas de grupo : treino de resistência muscular e treino de corpo e mente
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2019
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Objetivo. O presente trabalho teve como propósito analisar a qualidade da motivação,
o envolvimento e bem-estar no contexto de aulas de grupo, especificamente em aulas de
resistência muscular e aulas de corpo e mente.
Métodos. Primeiramente foi realizada uma revisão sistemática de literatura com base
em estudos observacionais e RCT, sobre as necessidades psicológicas básicas, os motivos e
motivações para a prática de aulas de grupo em indivíduos adultos (idades entre os 18 e 65
anos) de ambos os sexos e sem patologias diagnosticadas. A pesquisa foi realizada entre
Janeiro e Maio de 2018 nas bases de dados PubMed, PsycINFO, e devido à escassez de
literatura sobre esta temática realizou-se também pesquisa manual. A pesquisa de artigos teve
como referência o modelo PICO de acordo com as recomendações PRISMA.
Secundariamente foi realizado um estudo transversal com uma amostra de 60 participantes
(43.13±10.42 anos) num health club em Lisboa. A qualidade da motivação, o envolvimento e
o bem-estar foram avaliados através de questionários. Utilizaram-se testes T e correlações de
Pearson para realizar as análises estatísticas. Realizaram-se análises de normalidade no início
do tratamento estatístico, recorrendo ao teste de Shapiro-Wilk. De forma a poder-se avaliar o
efeito mediador entre as variáveis independentes: motivação autodeterminada (variáveis
compósitas: regulação identificada, regulação integrada e regulação intrínseca) e não
autodeterminada (variáveis compósitas: regulação externa, regulação introjectada e
amotivação); como mediadores as componentes do envolvimento (comportamental, próativo,
cognitivo e emotivo) e como variável dependente a resposta emocional (bem-estar
psicológico, mal-estar psicológico e fadiga), realizaram-se também mediações múltiplas
utilizando o PROCESS V.3.1.
Resultados. Na revisão sistemática de literatura foram incluídos nove artigos, dos
quais quatro estudos observacionais e cinco estudos RCT. Todos os artigos selecionados
tinham como outcomes a qualidade motivacional, motivos e/ou necessidade psicológicas
básicas em praticantes de aulas de grupo. Os resultados foram ao encontro do expectável
segundo a teoria da autodeterminação onde se verificou que a qualidade da motivação regula
o comportamento, assim como a satisfação das necessidades psicológicas básicas leva a
comportamentos motivados de forma mais intrínseca e que as variáveis contextuais são
importantes para criar um ambiente favorável à prática.
Foram encontradas associações positivas entre a satisfação das necessidades psicológicas e
motivações mais autodeterminadas e mencionado o divertimento, gosto e prazer no exercício
(motivos e natureza mais intrínseca) para a prática de aulas de grupo.
No segundo estudo a qualidade motivacional, embora sem valores significativos, foi
em média ligeiramente melhor em aulas de treino de corpo e mente em comparação com
aulas de treino de resistência muscular, refutando a primeira hipótese de estudo em que se
esperava uma melhor qualidade motivacional em aulas de corpo e mente. A promoção de
bem-estar psicológico foi maior em aulas de resistência muscular, refutando a segunda
hipótese. Verificou-se também que a dimensão emotiva do envolvimento mediava a relação
entre a motivação e o bem-estar em praticantes de aulas de grupo.
Conclusão. Verificou-se que motivações mais autodeterminadas dominam a razão
pelas quais os praticantes de aulas de grupo procuram este tipo de atividades para se
exercitarem. Quando satisfeitas as NPB a motivação intrínseca aumenta e o gosto pelo
exercício, competência, diversão e o “sentir-me bem” são motivos que se destacam para dar
continuidade à prática. A qualidade motivacional apresentou valores não significativos entre
modalidades, contudo no que diz respeito ao bem estar psicológico as aulas de treino de resistência apresentaram valores mais elevados do que nas aulas de corpo e mente. O envolvimento é uma variável que deve de ser mais aprofundada de futuro uma vez que pode
ser um meio para a promoção de bem-estar psicológico e maior adesão à prática, em especial
a dimensão emotiva.
Purpose. The purpose of the present study was to analyse the quality of motivation, engagement and well-being in the context of group classes, specifically in classes of mind and body and muscular resistance. Method. Firstly, a systematic literature review was conducted based on observational studies and RCTs on the basic psychological needs, motives and motivations for the practice of group classes in adult individuals (ages between 18 and 65 years) of both sexes and without diagnosed pathologies. The survey was conducted between January and May 2018 in the PubMed databases, PsycINFO, and due to the scarcity of literature on this subject, a manual survey was also carried out. The article search was based on the PICO model according to the PRISMA recommendations. A cross-sectional study was carried out with a sample of 60 participants (43.13 ± 10.42 years) at a health club in Lisbon. The quality of motivation, engagement and well-being were assessed through questionnaires. T-tests and Pearson correlations were used to perform the statistical analyses. Normality analyses were performed at the beginning of the statistical treatment, using the Shapiro-Wilk test. In order to be able to evaluate the mediator effect between the independent variables: self-determined motivation (composite variables: identified regulation, integrated regulation and intrinsic regulation) and non self-determined (composite variables: external regulation, introjection regulation and amotivation); (behavioural, proactive, cognitive and emotional) as mediators, and as a dependent variable the emotional response (psychological well-being, psychological distress and fatigue), multiple mediations were also performed using PROCESS V.3.1. Results. In the systematic review of the literature, 9 articles were included, of which 4 observational studies and 5 RCT studies. All of the articles selected had as outcomes the motivational quality, motives and / or basic psychological needs of group class practitioners. The results were in agreement with the theory of self-determination where it was verified that the quality of the motivation regulates the behaviour, as well as the satisfaction of the basic psychological needs leads to more intrinsic motivated behaviours and that the contextual variables are important to create a environment conducive to practice. Positive associations between psychological needs satisfaction and more self-determined motivations were found and mentioned the fun, pleasure and pleasure in the exercise (intrinsic motivation) for the practice of group classes. In the second study, motivational quality although without significant values, was slightly better in mind and body training classes compared to resistance training, refuting the first hypothesis of study that expected a better motivational quality in classes of mind and body. The promotion of psychological well-being was greater in resistance training classes, refuting the second hypothesis. We also found that the emotive dimension of engagement mediated the relationship between motivation and well being of group class. Conclusion. It has been found that more self-determined motivations dominate the reason why group-class members seek such activities to exercise. When PNSs are met, intrinsic motivation increases and the taste for exercise, fun and "feeling good" are reasons that stand out in order to continue the practice. The motivational quality presented values that were not significant between modalities, but with respect to psychological well-being, resistance training classes presented more significant values than in mind and body classes. Engagement resistance is a variable that must be further explored in the future since it can be a means to promote psychological well-being and greater adherence to practice, especially the emotive dimension.
Purpose. The purpose of the present study was to analyse the quality of motivation, engagement and well-being in the context of group classes, specifically in classes of mind and body and muscular resistance. Method. Firstly, a systematic literature review was conducted based on observational studies and RCTs on the basic psychological needs, motives and motivations for the practice of group classes in adult individuals (ages between 18 and 65 years) of both sexes and without diagnosed pathologies. The survey was conducted between January and May 2018 in the PubMed databases, PsycINFO, and due to the scarcity of literature on this subject, a manual survey was also carried out. The article search was based on the PICO model according to the PRISMA recommendations. A cross-sectional study was carried out with a sample of 60 participants (43.13 ± 10.42 years) at a health club in Lisbon. The quality of motivation, engagement and well-being were assessed through questionnaires. T-tests and Pearson correlations were used to perform the statistical analyses. Normality analyses were performed at the beginning of the statistical treatment, using the Shapiro-Wilk test. In order to be able to evaluate the mediator effect between the independent variables: self-determined motivation (composite variables: identified regulation, integrated regulation and intrinsic regulation) and non self-determined (composite variables: external regulation, introjection regulation and amotivation); (behavioural, proactive, cognitive and emotional) as mediators, and as a dependent variable the emotional response (psychological well-being, psychological distress and fatigue), multiple mediations were also performed using PROCESS V.3.1. Results. In the systematic review of the literature, 9 articles were included, of which 4 observational studies and 5 RCT studies. All of the articles selected had as outcomes the motivational quality, motives and / or basic psychological needs of group class practitioners. The results were in agreement with the theory of self-determination where it was verified that the quality of the motivation regulates the behaviour, as well as the satisfaction of the basic psychological needs leads to more intrinsic motivated behaviours and that the contextual variables are important to create a environment conducive to practice. Positive associations between psychological needs satisfaction and more self-determined motivations were found and mentioned the fun, pleasure and pleasure in the exercise (intrinsic motivation) for the practice of group classes. In the second study, motivational quality although without significant values, was slightly better in mind and body training classes compared to resistance training, refuting the first hypothesis of study that expected a better motivational quality in classes of mind and body. The promotion of psychological well-being was greater in resistance training classes, refuting the second hypothesis. We also found that the emotive dimension of engagement mediated the relationship between motivation and well being of group class. Conclusion. It has been found that more self-determined motivations dominate the reason why group-class members seek such activities to exercise. When PNSs are met, intrinsic motivation increases and the taste for exercise, fun and "feeling good" are reasons that stand out in order to continue the practice. The motivational quality presented values that were not significant between modalities, but with respect to psychological well-being, resistance training classes presented more significant values than in mind and body classes. Engagement resistance is a variable that must be further explored in the future since it can be a means to promote psychological well-being and greater adherence to practice, especially the emotive dimension.
Descrição
Orientação: Diogo
dos Santos Teixeira
Palavras-chave
MESTRADO EM EXERCÍCIO E BEM-ESTAR, DESPORTO, EDUCAÇÃO FÍSICA, MOTIVAÇÃO, TEORIA DA AUTODETERMINAÇÃO, SPORT, PHYSICAL EDUCATION, MOTIVATION, SELF-DETERMINATION THEORY, AULAS DE GRUPO, GROUP CLASSES