As diferenças na motivação e no envolvimento nas aulas de Educação Física entre os alunos que praticam desporto organizado e os que não praticam
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Data
2014
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Introdução: Este estudo teve como objetivo aferir se existe uma associação entre a
motivação dos alunos e o seu envolvimento nas aulas de Educação Física e ainda, verificar se
existem diferenças nestas variáveis entre os alunos que praticam desporto organizado fora da
escola e aqueles que não fazem.
Método: Neste estudo participaram 1458 alunos de várias escolas da área de Lisboa,
do 3º ciclo e do Ensino Secundário. Foram aplicados questionários com objetivo de avaliar as
motivações dos alunos para as aulas de Educação Física, bem como o seu envolvimento nas
mesmas. Os dados foram analisados com testes de correlação de Spearman, e de comparação
de grupos de Mann-Whitney.
Resultados: As motivações controladas associaram-se a menor envolvimento nas aulas
de Educação Física, enquanto as motivações autónomas se associaram a maior vigor,
absorção e dedicação nas tarefas das aulas de Educação Física. Os resultados mostraram
também que os alunos que praticavam desporto organizado fora do contexto escolar
apresentaram valores superiores nas regulações motivacionais mais autodeterminadas
(intrínsecas e identificadas) e em todas as dimensões do envolvimento (vigor, dedicação e
absorção) comparativamente com os seus pares que não praticavam desporto fora da escola.
Em contraste, nas motivações menos autónomas não se registaram diferenças entre os dois
grupos de alunos.
Conclusões: Os resultados sugerem que existe uma associação positiva entre a
qualidade da motivação dos alunos e o seu envolvimento nas aulas de Educação Física e,
ainda, que os alunos que praticam desporto organizado fora da escola parecem apresentar
motivações mais autónomas e valores mais elevados de envolvimento nas tarefas das aulas de
Educação Física. A prática de desporto organizado fora do contexto escolar deve ser
estimulada como forma de promover uma melhor qualidade das motivações e envolvimento
nas aulas de Educação Física.
Introduction: This study aimed at verifying the association between the quality of students’ motivation and their engagement in Physical Education lessons. Further, it explored if there were differences in these variables between students who practiced organized afterschool sports and those who did not. Method: In this study, participants were 1458 students from various schools in the area of Lisbon, from the 3rd cycle and secondary school. Questionnaires were administered to assess students’ motivations and their engagement in Physical Education classes. Data were analyzed with Spearman correlations and Mann- Whitney tests of comparison between groups. Results: Controlled motivations were associated with less engagement in physical education classes, while autonomous motivations (intrinsic and identified) were associated with greater vigor, dedication and absorption in physical education tasks. Results also showed that students who practiced organized sports outside of school had higher values in selfdetermined motivational regulations and in all engagement dimensions (vigor, dedication and absorption) compared to their peers who did not practice sport outside school. In contrast, less autonomous motivations did not differ between the two groups of students. Conclusions: These findings suggest that there is a positive between the quality of students’ motivation and their engagement in Physical Education classes. In addition, it appears that students who practice organized sports outside of schools present more selfdetermined motivations and greater vigor, dedication and absorption in Physical Education classes. The practice of organized sports out of school time should be encouraged as a way of promoting a better quality of motivations and engagement in Physical Education.
Introduction: This study aimed at verifying the association between the quality of students’ motivation and their engagement in Physical Education lessons. Further, it explored if there were differences in these variables between students who practiced organized afterschool sports and those who did not. Method: In this study, participants were 1458 students from various schools in the area of Lisbon, from the 3rd cycle and secondary school. Questionnaires were administered to assess students’ motivations and their engagement in Physical Education classes. Data were analyzed with Spearman correlations and Mann- Whitney tests of comparison between groups. Results: Controlled motivations were associated with less engagement in physical education classes, while autonomous motivations (intrinsic and identified) were associated with greater vigor, dedication and absorption in physical education tasks. Results also showed that students who practiced organized sports outside of school had higher values in selfdetermined motivational regulations and in all engagement dimensions (vigor, dedication and absorption) compared to their peers who did not practice sport outside school. In contrast, less autonomous motivations did not differ between the two groups of students. Conclusions: These findings suggest that there is a positive between the quality of students’ motivation and their engagement in Physical Education classes. In addition, it appears that students who practice organized sports outside of schools present more selfdetermined motivations and greater vigor, dedication and absorption in Physical Education classes. The practice of organized sports out of school time should be encouraged as a way of promoting a better quality of motivations and engagement in Physical Education.
Descrição
Orientação : Eliana
Cristina Veiga Carraça
Palavras-chave
DESPORTO, MESTRADO EM ENSINO DA EDUCAÇÃO FÍSICA NOS ENS. BÁSICO E SECUNDÁRIO, EDUCAÇÃO FÍSICA, MOTIVAÇÃO, TEORIA DA AUTODETERMINAÇÃO, PRÁTICAS DESPORTIVAS, ALUNOS, SPORT, PHYSICAL EDUCATION, MOTIVATION, SELF-DETERMINATION THEORY, SPORTING ACTIVITIES, STUDENTS