Metodologías de enseñanza-aprendizaje y su relación con la motivación e implicación del alumnado en las clases de Educación Física (Teaching-learning methodologies and its relation with students’ motivation and engagement in Physical Education lessons)
DOI:
https://doi.org/10.12800/ccd.v15i46.1600Palabras clave:
Educación Física, estilos de enseñanza, participación del alumnado, metodologías docentes, procesos motivacionales (Physical Education, teaching styles, student participation, teacher methodologies, motivational processes)Resumen
Teniendo en cuenta los bajos índices de motivación y participación del alumnado durante las clases de Educación Física (EF), el objetivo del presente estudio es analizar la relación entre la percepción del alumnado sobre la metodología de enseñanza-aprendizaje empleada por los docentes (constructiva, productiva, reproductiva y de acción libre) y la motivación e implicación mostrada durante las clases de EF. Los participantes fueron 465 estudiantes de sexo masculino (n = 223) y femenino (n = 242), con edades comprendidas entre los 10 y los 14 años (M = 11.36; DT = 0.91) pertenecientes a Educación Primaria (5º y 6º curso, n = 293) y Educación Secundaria (1º y 2º curso, n = 172). A través de un estudio con un diseño correlacional y de corte transversal, el alumnado rellenó cuestionarios que medían las metodologías de enseñanza, la motivación y la implicación en las clases. A través de un modelo de ecuaciones estructurales, los resultados obtenidos mostraron que las metodologías constructiva y reproductiva se asociaron positivamente con la motivación autónoma. Además, las metodologías productiva y reproductiva se relacionaron con la motivación controlada, mientras que la metodología productiva se asoció con la desmotivación. Por último, hay que señalar que únicamente la motivación autónoma se asoció con la implicación del alumnado. Por tanto, el profesorado de EF debería apostar por metodologías más centradas en el alumnado en lugar de metodologías centradas en el docente, ya que son las que más se relacionan con una mayor calidad de la motivación e implicación en las clases de los estudiantes.
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Given the low motivation and engagements of some students during the Physical Education (PE) lessons, the main aim of this study is to analyze the relationship between the learning methods adopted by teachers (constructive, productive, reproductive, and laissez-faire) from the students’ perspective, and the motivational processes and the engagement of the students during the PE lessons. Participants were 465 male (n = 223) and female students (n = 242) aged between 10 and 14 years-old (M = 11.36; SD = 0.91) belonged to Elementary Education (fifth and sixth grade, n = 293) and Secondary Education (first and second grade, n = 172). Through a study with a correlational and cross-sectional design, students fulfillment self-reported questionnaires about teaching-learning methodologies, motivation and engagement. A structural equation modelling was used. The results showed that the constructive and reproductive methodologies were associated with the autonomous motivation. In addition, the productive and reproductive methodologies were related to the controlled motivation, whereas the productive methodology were associated with the amotivation. Finally, only the autonomous motivation was significant related to the engagement for PE lessons. Therefore, due to these obtained results, PE teachers should select more student-centered methodologies instead of teacher-centered methodologies, with the aim to get a higher quality student-motivation and engagement in the development of PE lessons.
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