Attitudes towards physical education teachers from a cross-cultural perspective: German and Chilean students’ viewpoints

Jaime Carcamo-Oyarzun; Georg Wydra; Claudio Hernandez-Mosqueira; Cristian Martinez-Salazar; Ricardo Souza de Carvalho

doi:10.12800/ccd.v17i51.1614

Autores/as

Jaime Carcamo-Oyarzun Universidad de La Frontera
Georg Wydra Universität des Saarlandes
Claudio Hernandez-Mosqueira Universidad de Los Lagos
Cristian Martinez-Salazar Universidad de La Frontera
Ricardo Souza de Carvalho Universidad Catolica del Maule

DOI:

https://doi.org/10.12800/ccd.v17i51.1614

Palabras clave:

attitudes, physical education, adolescents, cross-cultural

Resumen

El papel del profesor en la generación de actitudes favorables hacia la Educación Física es esencial, porque su comportamiento influye directamente en la forma en que los estudiantes valoran la asignatura. El propósito de este estudio es analizar las actitudes hacia los profesores de Educación Física desde la perspectiva de los adolescentes alemanes y chilenos. Participaron 2030 estudiantes (1001 chicas y 1029 chicos, Medad = 14.44 ± 1,8). Se utilizó el “Cuestionario de Actitudes de los Escolares hacia la Educación Física”. Se adoptó un modelo de doble componente (afectivo y cognitivo). Los estudiantes alemanes otorgaron mayores puntuaciones al componente afectivo, mientras que los estudiantes chilenos dieron mayor valoración al componente cognitivo, encontrándose diferencias significativas entre los dos grupos en ambos componentes (p < .001). No se encontraron diferencias significativas según sexo en ninguno de los componentes. Las diferencias de nacionalidad parecen influir en las actitudes de los estudiantes hacia la Educación Física. Al identificar estas diferencias, puede ser posible planificar metodologías que generen actitudes favorables hacia la actividad física utilizando estrategias que trasciendan a los países.

Citas

References

Ajzen, I. (2005). Attitudes, personality, and behavior. Maidenhead, Berkshire, England: Open University Press.

Brandl-Bredenbeck, H. P. (2005). Comparative Physical Education - What, why and how?. In U. Pühse and M. Gerber (eds.) International comparison of physical education: Concepts, problems, prospects (pp. 19–31). Aachen: Meyer & Meyer Sport.

Cárcamo, J. (2012). Der Sportunterricht aus Sichtweise der deutschen und chilenischen Schüler und Schülerinnen: Eine empirische Untersuchung unter besonderer Berücksichtigung des Bundeslandes Saarland und der Región de la Araucanía. Doctoral Thesis, Saarland University.

Carcamo-Oyarzun, J., Wydra, G., Hernandez-Mosqueira, C., & Martinez-Salazar, C. (2017). Actitudes hacia la Educación Física: Grados de importancia y conformidad según escolares de Chile y Alemania. Una mirada intercultural. Retos: nuevas tendencias en educación física, deporte y recreación (32), 158–162. https://doi.org/10.47197/retos.v0i32.52824

Chedzoy, S., & Burden, R. (2009). Primary school children's reflections on Physical Education lessons: An attributional analysis and possible implications for teacher action. Thinking Skills and Creativity, 4(3), 185–193. https://doi.org/10.1016/j.tsc.2009.09.008.

Chung, M. H., & Phillips, D. A. (2002). The relationship between attitude toward Physical Education and leisure-time exercise in High School students. The Physical Educator, 59(3), 126–138.

Cohen, J. (1988). Statistical power analysis for the Behavioral Sciences. New York, NY: Routledge Academic.

Deutscher Sportbund. (2006). DSB-Sprint-Studie: Eine Untersuchung zur Situation des Schulsports in Deutschland. Aachen: Meyer & Meyer.

Dismore, H., & Bailey, R. (2010). ‘It's been a bit of a rocky start’: Attitudes toward physical education following transition. Physical Education & Sport Pedagogy, 15(2), 175–191. https://doi.org/10.1080/17408980902813935

Dismore, H., Bailey, R., & Izaki, T. (2006). Japanese and English school students' views of Physical Education: A comparative study. International Journal of Sport and Health Science 4, 74–85. https://doi.org/10.5432/ijshs.4.74

Dismore, H., & Bailey, R. (2011). Fun and enjoyment in physical education: Young people’s attitudes. Research Papers in Education, 26(4), 499–516. https://doi.org/10.1080/02671522.2010.484866

Flintoff, A, & Scraton, S. (2001). Stepping into active leisure? Young women's perceptions of active lifestyles and their experiences of school Physical Education. Sport, Education and Society, 6(1), 5–21. https://doi.org/10.1080/713696043.

Gerlach, E., Kussin, U., Brandl-Bredenbeck, H.P., & Brettschneider, W-D. (2006). Der Sportunterricht aus Schülerperspektive. In Deutscher Sportbund (ed.), DSB-Sprint-Studie: Eine Untersuchung zur Situation des Schulsports in Deutschland (pp. 115–152). Aachen: Meyer & Meyer.

Hambleton, R. (1996). Adaptación de tests para su uso en diferentes idiomas y culturas: fuentes de error, posibles soluciones y directrices prácticas. In J. Muñiz (ed.) Psicometría (pp. 207-238). Madrid: Universitas.

Hardman, K. (2008). Physical Education in schools: A global perspective. Kinesiology, 40(1), 5–28.

Hernández, J. L., López, C., Martínez, M. E., López, A., & Álvarez, M. J. (2010). Percepción del alumnado sobre los comportamientos instructivos del profesorado y satisfacción con la Educación Física: ¿Una cuestión de género? Movimento, 16(4), 209–225.

Hogg, M. A., & Vaughan., G. M. (2010). Psicología social (5ª ed.). Madrid: Médica Panamericana.

Hopple, C., & Graham, G. (1995). What children think,feel, and know about physical fitness testing. Journal of Teaching in Physical Education, 14(4), 408–417. https://doi.org/10.1123/jtpe.14.4.408

Jung, H., & Choi. E. (2016). The importance of indirect teaching behaviour and its educational effects in physical education. Physical Education and Sport Pedagogy, 21(2), 121–136. https://doi.org/10.1080/17408989.2014.923990.

Kirk, D. (2005). Physical Education, youth sport and lifelong participation: The importance of early learning experiences. European Physical Education Review, 11(3), 239–255. https://doi.org/10.1177/1356336X05056649.

Kjonniksen, L., Fjortoft, I., & Wold, B. (2010). Attitude to physical education and participation in organized youth sports during adolescence related to physical activity in young adulthood: A 10-year longitudinal study. European Physical Education Review, 15(2), 139–154. https://doi.org/10.1177/1356336X09345231.

Koca, C., Aşçi, F. H., & Demirhan G. (2005). Attitudes toward physical education and class preferences of turkish adolescents in terms of school gender composition. Adolescence, 40, 365–375.

Krüger, A. (2012). Multiperspectivity as a basis of current German physical education. Movement & Sport Sciences, 78, 11–23. https://doi.org/10.1051/sm/2012020.

Kurz, D. (2000). Pädagogische Perspektiven für den Schulsport. Körpererziehung, 50(2), 72–78.

Larsson, H., & Nyberg, G. (2017). ‘It doesn't matter how they move really, as long as they move.’ Physical education teachers on developing their students’ movement capabilities. Physical Education and Sport Pedagogy, 22(2), 137–149. https://doi.org/10.1080/17408989.2016.1157573.

Lavay, B., Henderson, H., French, R. & Guthrie, S. (2012). Behavior management instructional practices and content of college/university Physical Education teacher education (PETE) programs. Physical Education and Sport Pedagogy 17 (2): 195–210. https://doi.org/10.1080/17408989.2010.548063.

Luke, M. D., & Sinclair. G. D. (1991). Gender differences in adolescents’ attitudes toward school Physical Education. Journal of Teaching in Physical Education, 11(1), 31–46. https://doi.org/10.1123/jtpe.11.1.31.

Martos-García, D., Fernández-Lasa, U., & Usabiaga, O. (2020). Coeducación y deportes colectivos. La participación de las alumnas en entredicho. Cultura, Ciencia y Deporte, 15(45), 411-419

Ministerio de Educación de Chile. (2013). Bases Curriculares de Educación Física y Salud (Básica y Media). Santiago de Chile: Gobierno de Chile.

Moreno, A., Rivera, E., & Trigueros, C. (2013). Sistema de medicion de la calidad de la Educación Física chilena: Análisis crítico. Movimento, 20(1),145–167.

Nicaise, V., Cogerino, G., Fairclough, S., Bois, J., & Davis, K. (2006). Teacher feedback and interactions in Physical Education: Effects of student gender and physical activities. European Physical Education Review, 13 (3), 319–337. https://doi.org/10.1177/1356336X07081799.

Nicaise, V., Bois, J., Fairclough, S., Amorose, A., & Cogerino, G. (2007). Girls' and boys' perceptions of physical education teachers' feedback: effects on performance and psychological responses. Journal of Sports Sciences, 25(8), 915–926. https://doi.org/10.1080/02640410600898095.

Olafson, L. (2002). "I hate Phys. Ed.": Adolescent girls talk about Physical Education. The Physical Educator, 59(2): 67–74.

Phillips, S. R., & Silverman, S. (2015). Upper elementary school student attitudes toward Physical Education. Journal of Teaching in Physical Education, 34(3), 461–473. https://doi.org/10.1123/jtpe.2014-0022.

Prochaska, J., Sallis, J. F., Slymen, D., & McKenzie, T. (2003). A longitudinal study of children’s enjoyment of Physical Education. Pediatric Exercise Science, 15(2), 170–178. https://doi.org/10.1123/pes.15.2.170.

Rikard, L., & Banville, D. (2006). High school student attitudes about physical education. Sport, Education and Society, 11(4), 385–400. https://doi.org/10.1080/13573320600924882.

Ryan, S., Fleming, D., & Maina, M. (2003). Attitudes of middle school students toward their Physical Education teachers and classes. The Physical Educator, 60(2), 28–42.

Säfvenbom, R., Haugen, T., & Bulie, M. (2014). Attitudes toward and motivation for PE. Who collects the benefits of the subject? Physical Education and Sport Pedagogy, 20(6), 629–46. https://doi.org/10.1080/17408989.2014.892063

Shropshire, J., Carroll, B. & Yim, S. (1997). Primary school children's attitudes to Physical Education: Gender differences. European Journal of Physical Education 2 (1): 23–38. https://doi.org/10.1080/1740898970020103.

Silverman, S. (2017). Attitude research in Physical Education: A review. Journal of Teaching in Physical Education, 36(3), 303-312. https://doi.org/10.1123/jtpe.2017-0085

Silverman, S., & Subramaniam, P. R. (1999). Student attitude toward Physical Education and physical activity: A review of measurement issues and outcomes. Journal of Teaching in Physical Education, 19(1), 97–125. https://doi.org/10.1123/jtpe.19.1.97

Stelzer, J., Ernest, J., Fenster, M., & Langford, G. (2004). Attitudes toward physical education: a study of high school students from four countries: Austria, Czech Republic, England and USA. College Student Journal, 38(2), 171–718.

Subramaniam, P. R., & Silverman, S. (2000). Validation of scores from an instrument assessing student attitude toward physical education. Measurement in Physical Education and Exercise Science, 4(1), 29–43. https://doi.org/10.1207/S15327841Mpee0401_4.

Subramaniam, P. R., & Silverman, S. (2007). Middle school students’ attitudes toward physical education. Teaching and Teacher Education, 23(5), 602–611. https://doi.org/10.1016/j.tate.2007.02.003.

Wydra, G. 2001. Beliebtheit und Akzeptanz des Sportunterrichts. Sportunterricht, 50(3), 67–72.

Wydra, G. 2007. Sportpädagogik zwischen schulischer Pflicht, Gesundheitsorientierung und Erlebnishunger. Saarbrücken. Sportwissenschaftliches Institut, Universität des Saarlandes.