A percepção do clima motivacional em Educação Física em alunos do 3º ciclo e Ensino Secundário : influência do estilo de vida, da atitude face à Educação Física e da orientação de objectivos
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2011
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Este trabalho teve como objetivo principal analisar os estilos de vida de alunos de Educação Física, e relaciona-los com a perceção de competência, orientação de objetivos para a mestria, performance aproach, performance avoidance, perceção de clima motivacional para a mestria, performance aproach, performance avoidance, atitude gosto e importância face a disciplina de Educação Física.
Neste sentido foi aplicado um Questionário (Papaioannou et al. 2007, versão adaptada por Martins, 2010), em quatro escolas da rede de estágio pedagógico em Educação Física de 3º ciclo e Secundário, de modo a avaliar as perceções de 199 alunos com idades compreendidas entre os 14-20 anos.
Os resultados revelaram diferenças significativas entre alunos ativos e sedentários ao nível da perceção de competência (p=0,000), orientação de objetivos para a mestria (p=0,000), orientação de objetivos performance avoidance (p=0,028), perceção de clima motivacional para a mestria (p=0,010), atitude gosto pela educação física e suas matérias (p=0,001), e a atitude e importância atribuída à EF (p=0,002).
A análise das correlações demonstrou a existência de relação entre o estilo de vida sedentário relativamente à perceção de competência (p=0,004), e orientação de objetivos performance avoidance esta ultima no sentido inverso (p=0,010). Em relação aos alunos ativos apenas se verificou a existência de correlação para a orientação de objetivos performance aproach (p=0,048).
The main goal of this study is to know Physical Education students’ lifestyles, and relate to the perception of competence, orientation to mastery goals, performance avoidance and performance approach, motivational climate to mastery, and student’s attitude towards the physical education practice. A questionnaire (Papaioannou et al. 2007, adapted version Martins 2010), was applied in four schools(third cycle and secondary schools) in order to assess the perception of one hundred and ninety nine students (aged fourteen to twenty years old) about the teaching practice in physical education. The results revealed significant differences between active and sedentary students at the level of perceived competence (p = 0.000), orientation to mastery goals (p = 0.000), orientation of performance avoidance goals (p = 0.028), perception of the motivational climate to mastery (p = 0.010), attitude towards physical education practice and its subjects (p= 0.001), and also the attitude and emphasis on physical education practice (p = 0.002). The analysis revealed a relationship for sedentary lifestyle, to the perceived competence (p = 0.004), and orientation performance avoidance but on the opposite direction (p = 0.010). Regarding active students, it was only confirmed the existence of influence for the guidance of performance approach objectives (p = 0.048).
The main goal of this study is to know Physical Education students’ lifestyles, and relate to the perception of competence, orientation to mastery goals, performance avoidance and performance approach, motivational climate to mastery, and student’s attitude towards the physical education practice. A questionnaire (Papaioannou et al. 2007, adapted version Martins 2010), was applied in four schools(third cycle and secondary schools) in order to assess the perception of one hundred and ninety nine students (aged fourteen to twenty years old) about the teaching practice in physical education. The results revealed significant differences between active and sedentary students at the level of perceived competence (p = 0.000), orientation to mastery goals (p = 0.000), orientation of performance avoidance goals (p = 0.028), perception of the motivational climate to mastery (p = 0.010), attitude towards physical education practice and its subjects (p= 0.001), and also the attitude and emphasis on physical education practice (p = 0.002). The analysis revealed a relationship for sedentary lifestyle, to the perceived competence (p = 0.004), and orientation performance avoidance but on the opposite direction (p = 0.010). Regarding active students, it was only confirmed the existence of influence for the guidance of performance approach objectives (p = 0.048).
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Orientador : Francisco Alberto Arruda Carreiro da Costa
Palavras-chave
DESPORTO, ATIVIDADE FÍSICA, MOTIVAÇÃO, EDUCAÇÃO FÍSICA, SPORT, PHYSICAL ACTIVITY, MOTIVATION, PHYSICAL EDUCATION, MESTRADO EM ENSINO DA EDUCAÇÃO FÍSICA NOS ENS. BÁSICO E SECUNDÁRIO, ESTILOS DE VIDA, LIFESTYLES