Procesos motivacionales de la actividad física en tiempo libre durante la transición a la Universidad
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2021
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Introducción: La transición de la etapa escolar a la etapa universitaria evidencia bajos niveles
de Actividad Física (AF), un aumento de las conductas sedentarias y una reducción de la
intención de ser físicamente activo en edad adulta. Objetivo: Analizar la asociación entre los
procesos motivacionales hacia la práctica de AF en tiempo libre desde la Teoría de la
Autodeterminación (TAD), la Teoría de Comportamiento Planeado (TCP) e integradas en el
Modelo Transcontextual (MTC) desde la influencia contextual de la educación física (EF)
escolar hasta la transición al entorno universitario en los estudiantes de la Universidad del
Tolima. Para el cumplimiento de este objetivo se desarrollaron cuatro estudios: I – proceso de
transición escolar a la universidad desde la TAD, la TCP y el MTC para la AF en tiempo libre
y la evolución de la intención de ser físicamente activo; II – características comportamentales
y del entorno universitario predictores para la AF en tiempo libre en estudiantes
universitarios; III – procesos motivacionales predictores de la práctica de AF en tiempo libre
en el contexto escolar; IV – constructos comportamentales trans contextual de la etapa escolar
hasta la etapa universitaria para la AF en tiempo libre. Método: Estudio I Protocolo PRISMA;
Estudio II experiencia universitaria, diseño observacional descriptiva y transversal en 363
estudiantes universitarios colombianos, (M edad=20,70 años; 44,9% mujeres); estudio III
retrospectivo de la experiencia escolar en 193 estudiantes universitarios, (M edad = 20,74
años; 49,7% mujeres) y estudio IV transición desde etapa escolar a la etapa universitaria en
137 estudiantes universitarios (M edad= 21,29; 45,3% mujeres). Estudiantes diligenciaron
cuestionario autoadministrado para las variables comportamentales y la AF en tiempo libre .
Resultados: constructos de la TAD y TCP identifican asociaciones significativas para la
práctica de la AF en estudiantes universitarios; diferencias significativas entre variables
comportamentales y el nivel de AF, género, edad, áreas de formación académica; la
regulación integrada predictora de la AF; correlación positiva entre el apoyo y la satisfacción
de necesidades psicológicas básicas (NPB), motivación autodeterminada y el apoyo social
para la AF aunque las variables escolares influyeron negativamente para la intención de ser
físicamente activo. Conclusiones: La compleja transición para la AF en tiempo libre desde la
etapa escolar a la etapa universitaria, se fomenta exitosamente desde la experiencia positiva
percibida en la clase de EF, en la AF extraescolar y la AF universitaria y puede ser explicada
desde los predictores motivacionales y sociales propios del contexto.
Introduction: The transition from the school stage to the university stage shows low levels of physical activity (PA), an increase in sedentary behaviors and a reduction in the intention to be physically active in adulthood. Objective: To analyze the association between the motivational processes towards the practice of PA in leisure time from the Self-determination Theory (SDT), the Theory of Planned Behavior (TPB) and integrated in the Transcontextual Model (TCM) from the contextual influence of the school physical education (PE) until the transition to the university environment in the students of the University of Tolima. To fulfill this objective, four studies were developed: I - process of school transition to university from TAD, TCP and MTC for PA in leisure time and the evolution of the intention to be physically active; II - behavioral characteristics and the university environment predictors for PA in leisure time in university students; III - predictive motivational processes of the practice of PA in leisure time in the school context; IV - trans-contextual behavioral constructs from the school stage to the university stage for PA in leisure time. Method: Study I PRISMA protocol; Study II university experience, descriptive and cross-sectional observational design in 363 Colombian university students, (M age = 20.70 years; 44.9% women); Retrospective study III of the school experience in 193 university students, (M age = 20.74 years; 49.7% women) and study IV transition from school to university stage in 137 university students (M age = 21.29; 45.3% women). Students filled out a self-administered questionnaire for behavioral variables and PA in leisure time. Results: constructs of the SDT and TPB identif y significant associations for the practice of PA in university students; significant dif ferences between behavioral variables and the level of PA, gender, age, areas of academic training; the predictive integrated regulation of PA; positive correlation between support and satisf action of basic psychological needs (BPN), self-determined motivation and social support f or PA, although school variables negatively influenced the intention to be physically active. Conclusions: The complex transition for PA in leisure time from the school stage to the university stage, is successfully promoted from the positive experience perceived in the PE class in the extracurricular PA and the university PA and can be explained from the motivational and social predictors of the context
Introduction: The transition from the school stage to the university stage shows low levels of physical activity (PA), an increase in sedentary behaviors and a reduction in the intention to be physically active in adulthood. Objective: To analyze the association between the motivational processes towards the practice of PA in leisure time from the Self-determination Theory (SDT), the Theory of Planned Behavior (TPB) and integrated in the Transcontextual Model (TCM) from the contextual influence of the school physical education (PE) until the transition to the university environment in the students of the University of Tolima. To fulfill this objective, four studies were developed: I - process of school transition to university from TAD, TCP and MTC for PA in leisure time and the evolution of the intention to be physically active; II - behavioral characteristics and the university environment predictors for PA in leisure time in university students; III - predictive motivational processes of the practice of PA in leisure time in the school context; IV - trans-contextual behavioral constructs from the school stage to the university stage for PA in leisure time. Method: Study I PRISMA protocol; Study II university experience, descriptive and cross-sectional observational design in 363 Colombian university students, (M age = 20.70 years; 44.9% women); Retrospective study III of the school experience in 193 university students, (M age = 20.74 years; 49.7% women) and study IV transition from school to university stage in 137 university students (M age = 21.29; 45.3% women). Students filled out a self-administered questionnaire for behavioral variables and PA in leisure time. Results: constructs of the SDT and TPB identif y significant associations for the practice of PA in university students; significant dif ferences between behavioral variables and the level of PA, gender, age, areas of academic training; the predictive integrated regulation of PA; positive correlation between support and satisf action of basic psychological needs (BPN), self-determined motivation and social support f or PA, although school variables negatively influenced the intention to be physically active. Conclusions: The complex transition for PA in leisure time from the school stage to the university stage, is successfully promoted from the positive experience perceived in the PE class in the extracurricular PA and the university PA and can be explained from the motivational and social predictors of the context
Descrição
Orientação: António João Labisa da Silva Palmeira ; co-orientação: David Sánchez Oliva
Palavras-chave
DOUTORAMENTO EM EDUCAÇÃO FÍSICA E DESPORTO, EDUCAÇÃO FÍSICA, ESTUDANTES UNIVERSITÁRIOS, ATIVIDADE FÍSICA, TEMPOS LIVRES, MOTIVAÇÃO, TEORIAS COMPORTAMENTAIS, PHYSICAL EDUCATION, COLLEGE STUDENTS, PHYSICAL ACTIVITY, SPARE TIME, MOTIVATION, BEHAVIOURAL THEORIES