Associação entre a remoção da nota de educação física da classificação final do secundário e a satisfação das necessidades psicológicas básicas, a qualidade da motivação e as estratégias motivacionais utilizadas pelos professores
Miniatura indisponível
Data
2017
Título da revista
ISSN da revista
Título do Volume
Editora
Resumo
Objetivo: Analisar se o facto da classificação de Educação Física (EF) ter deixado de contar para a média final do Ensino Secundário estava associado à satisfação das necessidades psicológicas básicas, à qualidade da motivação e à adoção de estratégias motivacionais menos eficazes para a aprendizagem dos alunos.
Método: Um total de 46 professores de EF (46 ± 10 anos), que lecionavam no ensino secundário, foi dividido em dois grupos: professores que lecionaram no ano em que a classificação de EF ainda contava para a média, e professores que lecionaram no ano em que a mesma já não contava. A recolha de dados foi realizada através de questionários validados internacionalmente.
Resultados: Os resultados evidenciaram que os professores que lecionaram no ano em que a classificação de EF deixou de contar para a média, reportaram menor motivação externa (p<0.05) e, tendencialmente, valores mais elevados de satisfação da necessidade de competência, motivações autónomas, e menor motivação introjetada (p-values≈0.100). Verificou-se ainda, que estes professores utilizaram menos estratégias controladoras (i.e, controlo pessoal excessivo; p<0.05) comparativamente com o outro grupo.
Conclusão: Apesar de terem sido observadas melhorias na motivação e intervenção dos professores de EF, as repercussões do Decreto-Lei nº 139/2012 ainda não são totalmente conhecidas. É importante continuar a investigação desta questão, através de estudos longitudinais e amostras mais representativas da classe docente.
Objective: To analyze whether the fact that the classification of physical education (PE) has ceased to count for the final average of Secondary Education, was associated with the satisfaction of basic psychological needs, the quality of motivation and the adoption of less effective motivational strategies for learning students by PE teachers. Method: A total of 46 teachers of physical education (46±10 years-old), who taught in secondary education schools, were divided into two groups: teachers who have taught a school year, in which the PE classification still counted for the final average; and teachers who have taught a school year in which the PE classification no longer counted. Data collection was conducted through questionnaires validated internationally. Results: The results have shown that teachers who taught in the year in which the classification of PE no longer counted for the final average, reported less external motivation (p<0.05) and a tendency toward higher levels of competence need satisfaction, autonomous motivation, and less introjected motivation (p-values≈0.100). It was also observed that these teachers used less controlling strategies (i.e., excessive personal control; p<0.05) in comparison to the teachers in which the physical education classification was still considered for the final average. Conclusion: Despite some improvements in motivation and intervention strategies of PE teachers, the effects of the Decree-Law No. 139/2012 are not yet fully known. It is important to continue research on this issue, through longitudinal studies and more representative samples of the teaching staff.
Objective: To analyze whether the fact that the classification of physical education (PE) has ceased to count for the final average of Secondary Education, was associated with the satisfaction of basic psychological needs, the quality of motivation and the adoption of less effective motivational strategies for learning students by PE teachers. Method: A total of 46 teachers of physical education (46±10 years-old), who taught in secondary education schools, were divided into two groups: teachers who have taught a school year, in which the PE classification still counted for the final average; and teachers who have taught a school year in which the PE classification no longer counted. Data collection was conducted through questionnaires validated internationally. Results: The results have shown that teachers who taught in the year in which the classification of PE no longer counted for the final average, reported less external motivation (p<0.05) and a tendency toward higher levels of competence need satisfaction, autonomous motivation, and less introjected motivation (p-values≈0.100). It was also observed that these teachers used less controlling strategies (i.e., excessive personal control; p<0.05) in comparison to the teachers in which the physical education classification was still considered for the final average. Conclusion: Despite some improvements in motivation and intervention strategies of PE teachers, the effects of the Decree-Law No. 139/2012 are not yet fully known. It is important to continue research on this issue, through longitudinal studies and more representative samples of the teaching staff.
Descrição
Orientação: Eliana Cristina Veiga Carraça
Palavras-chave
MESTRADO EM ENSINO DA EDUCAÇÃO FÍSICA NOS ENS. BÁSICO E SECUNDÁRIO, EDUCAÇÃO FÍSICA, MOTIVAÇÃO, PSICOLOGIA DO DESPORTO, ESTRATÉGIAS DE ENSINO, PHYSICAL EDUCATION, MOTIVATION, SPORT PSYCHOLOGY, TEACHING STRATEGIES, DESPORTO, SPORT