Herramienta de Observación del Clima Interpersonal Motivacional (OCIM) para docentes de Educación Física (Observational instrument for Interpersonal Motivational Climate (OCIM) for physical education teachers)

Autores/as

  • Sebastián Fierro-Suero
  • Bartolomé J. Almagro
  • Isabel Castillo
  • Pedro Sáenz-López

DOI:

https://doi.org/10.12800/ccd.v15i46.1647

Palabras clave:

motivación, teoría de la autodeterminación, estilos interpersonales, necesidades psicológicas básicas, metodología observacional (motivation, self-determination theory, interpersonal styles, basic psychological need, observational methodology)

Resumen

Dada la importancia del clima motivacional en Educación Física, en el presente trabajo se expone el proceso de diseño y validación de una herramienta de “Observación del Clima Interpersonal Motivacional (OCIM)” para docentes de Educación Física. Dicha herramienta, basada en la Teoría de la Autodeterminación, ha seguido los principios establecidos en la metodología observacional. Para su creación se realizó una búsqueda bibliográfica y un análisis de los instrumentos de observación que se han usado para medir los climas motivacionales hasta la actualidad. La herramienta ha sido diseñada ad hoc mediante un sistema mixto de formato de campos y categorías mutuamente excluyentes. Los resultados obtenidos mediante los índices Kappa y la Teoría de la Generalizabilidad han mostrado una fiabilidad satisfactoria y diferentes evidencias de validez. La OCIM permite conocer el grado en que los profesores/as apoyan o controlan las Necesidades Psicológicas Básicas (incluyendo la Novedad) y orientando así el clima motivacional interpersonal hacia un estilo de apoyo o control.

===

Given the importance of the motivational climate in Physical Education, this paper presents the process of design and validation of an instrument of “Observation of the Motivational Interpersonal Climate (OCIM)” for Physical Education teachers. This instrument based on the Self-determination Theory has followed the principles established in the observational methodology. A bibliographic search and an analysis of the observation instruments to date about the motivational climate was carried out to create the OCIM. The tool ad hoc has been designed using a mixed system of field format and a system of categories mutually exclusive. The results obtained through the Kappa indices and the Generalizability Theory have shown satisfactory reliability and different evidence of validity. The OCIM allows to know the degree in which teachers support or controlling the Basic Psychological Needs (including Novelty) and orienting the interpersonal motivational climate towards the autonomy-supportive or controlling style.

Citas

Almagro, B. J., Sáenz-López, P., González-Cutre, D., & Moreno-Murcia, J. A. (2011). Clima motivacional percibido, necesidades psicológicas y motivación intrínseca como predictores del compromiso deportivo en adolescentes. RICYDE. Revista Internacional de Ciencias del Deporte, 7(25), 250-265. https://doi.org/10.5232/ricyde2011.02501

Amado, D., Del Villar, F., Leo, F. M., Sánchez-Oliva, D., Sánchez-Miguel, P. A., & García-Calvo, T. (2014). Effect of a multi-dimensional intervention programme on the motivation of physical education students. PLoS ONE, 9(1), 1-6. https://doi.org/10.1371/journal.pone.0085275

American Psychological Association. (2010). Publication Manual of American Psychological Association (6th ed). Washington, DC, USA.

Anguera, M. T. (2003). La observación. En C. M. Rosset (Ed.), Evaluación psicológica. Concepto, proceso y aplicación en las áreas del desarrollo y de la inteligencia (pp. 271-308). Madrid: Sanz y Torres.

Anguera, M. T., Blanco, A., Hernández, A., & Losada, J. L. (2011). Diseños Observacionales: Ajuste y aplicación en psicología del deporte. Cuadernos de Psicología del Deporte, 11(2), 63-76.

Anguera, M. T., Camerino, O., Castañer, M., Sánchez-Algarra, P., & Onwuegbuzie, A. . (2017). The specificity of observational studies in physical activity and sports sciences: Moving forward in mixed methods research and proposals for achieving quantitative and qualitative symmetry. Frontiers in Psychology, 8:2196. https://doi.org/10.3389/fpsyg.2017.02196

Anguera, M. T., & Hernández, A. (2013). Observational methodology in sport sciences. e-balonmano.com: Journal of Sport Science, 9(3), 135-160.

Anguera, M. T., & Izquierdo, C. (2006). Methodological approaches in human communication: From complexity of perceived situation to data analysis. En G. Riva, M. T. Anguera, F. Mantovani, & H. Wiederhold (Eds.), From Communication to Presence. Cognition, Emotions and Culture towards the Ultimate Communicative Experience. (pp. 203-222). Amsterdam: IOS Press.

Bagheri, L., & Milyavskaya, M. (2020). Novelty – variety as a candidate basic psychological need : New evidence across three studies. Motivation and Emotion, 44(1), 32-53. https://doi.org/10.1007/s11031-019-09807-4

Barto, A., Mirolli, M., & Baldassarre, G. (2013). Novelty or Surprise? Frontiers in Psychology, 4, 1-15. https://doi.org/10.3389/fpsyg.2013.00907

Blanco-Villaseñor, A. (1991). La teoría de la generalizabilidad aplicada a diseños observacionales. Revista Mexicana de Análisis de la Conducta, 17(3), 23-63.

Blanco-Villaseñor, Á., Castellano, J., & Hernández-Mendo, A. (2014). Aplicación de la TG en el deporte para el estudio de la fiabilidad , validez y estimación de la muestra. Revista de Psicología del Deporte, 23(1), 131-137.

Braithwaite, R., Spray, C. M., & Warburton, V. E. (2011). Motivational climate interventions in physical education: A meta-analysis. Psychology of Sport and Exercise, 12, 628-638. https://doi.org/10.1016/j.psychsport.2011.06.005

Brewe, C., & Jones, R. (2002). A Five-Stage Process for Estabilishing Contextually Valid Systematic Observation Instruments: The Case of Rugby Union. Journal of Chemical Information and Modeling, 16(9), 138-159. https://doi.org/10.1017/CBO9781107415324.004

Carpentier, J., & Mageau, G. A. (2013). When change-oriented feedback enhances motivation, well-being and performance: A look at autonomy-supportive feedback in sport. Psychology of Sport and Exercise, 14(3), 423-435. https://doi.org/10.1016/j.psychsport.2013.01.003

Cerda, J., & Villarroel, L. (2008). Evaluación de la concordancia inter-observador en investigación pediátrica: Coeficiente de Kappa. Revista Chilena de Pediatria, 79(1), 54-58. https://doi.org/10.4067/s0370-41062008000100008

Chacón-Moscoso, S., Anguera, M. T., Sanduvete-Chaves, S., Losada, J. L., Lozano-Lozano, J. A., & Portell, M. (2019). Methodological quality checklist for studies based on observational methodology (MQCOM). Psicothema, 31(4), 458-464. https://doi.org/10.7334/psicothema2019.116

Cheon, S. H., Reeve, J., & Moon, I. S. (2012). Experimentally based, longitudinally designed, teacher-focused Intervention to help physical education teachers be more autonomy supportive toward their students. Journal of sport & exercise psychology Exercise Psychology, 34, 365-396. https://doi.org/10.1123/jsep.34.3.365

Cheon, S. H., Reeve, J., & Ntoumanis, N. (2018). A needs-supportive intervention to help PE teachers enhance students’ prosocial behavior and diminish antisocial behavior. Psychology of Sport and Exercise, 35, 74-88. https://doi.org/10.1016/j.psychsport.2017.11.010

Cheon, S. H., Reeve, J., & Ntoumanis, N. (2019). An intervention to help teachers establish a prosocial peer climate in physical education. Learning and Instruction, 64, 101223. https://doi.org/10.1016/j.learninstruc.2019.101223

Cheon, S. H., Reeve, J., & Song, Y. G. (2016). A teacher-focused intervention to decrease PE students’ amotivation by increasing need satisfaction and decreasing need frustration. Journal of Sport and Exercise Psychology, 38(3), 217-235. https://doi.org/10.1123/jsep.2015-0236

Cheon, S. H., Reeve, J., & Song, Y. G. (2019). Recommending goals and supporting needs: An intervention to help physical education teachers communicate their expectations while supporting students’ psychological needs. Psychology of Sport and Exercise, 41, 107-118. https://doi.org/10.1016/j.psychsport.2018.12.008

Cheon, S. H., Reeve, J., & Vansteenkiste, M. (2020). When teachers learn how to provide classroom structure in an autonomy-supportive way: Benefits to teachers and their students. Teaching and Teacher Education, 90, 103004. https://doi.org/10.1016/j.tate.2019.103004

Coatsworth, J. D., & Conroy, D. E. (2016). The Effects of Autonomy-supportive Coaching, Need Satisfaction and Self-Perceptions on Initiative and Identity in Youth Swimmers. Physiology & behavior, 176(1), 139-148. https://doi.org/10.1016/j.physbeh.2017.03.040

Curtner-Smith, M. D., & Todorovich, J. R. (2002). The Physical Education Climate Assessment Instrument. Perceptual and Motor Skills, 95, 652-660.

De Meester, A., Van Duyse, F., Aelterman, N., Muynck, G. J., & Haerens, L. (2020). An experimental , video-based investigation into the motivating impact of choice and positive feedback among students with different motor competence levels. Physical Education and Sport Pedagogy, 25(4), 361-378. https://doi.org/10.1080/17408989.2020.1725456

Deci, E. L., & Ryan, R. M. (1985). Intrinsic Motivation and Self-Determination in Human Behavior. New York, USA: Plenum.

Demetriou, Y., & Bachner, J. (2019). A school-based intervention based on self- determination theory to promote girls ’ physical activity : study protocol of the CReActivity cluster randomised controlled trial. BMC Public Health, 19, 519. https://doi.org/https://doi.org/10.1186/s12889-019-6817-y

Duda, J. L. (2013). The conceptual and empirical foundations of Empowering CoachingTM: Setting the stage for the PAPA project. International Journal of Sport and Exercise Psychology, 11(4), 311-318. https://doi.org/10.1080/1612197X.2013.839414

Escartí, A., Gutiérrez, M., Pascual, C., & Wright, P. (2013). Observación de las estrategias que emplean los profesores de educación física para enseñar responsabilidad personal y social. Revista de Psicologia del Deporte, 22(1), 159-166.

Fernández-Espínola, C., Almagro, B. J., Tamayo-Fajardo, J., & Saénz-López, P. (2020). Complementing the Self-Determination Theory with the Need for Novelty: Motivation and Intention to be Physically Active in Physical Education Students. Frontiers in Psychology, 11, 1535. https://doi.org/https://doi.org/10.3389/fpsyg.2020.01535

Fernández-Espínola, C., Almagro, B. J., & Tamayo, J. A. (2020). Prediction of physical education students’ intention to be physically active: A model mediated by the need for novelty. Retos, 37(1995), 442-448.

Fierro-Suero, S., Almagro, B. J., Sáenz-López, P., & Carmona-Márquez, J. (2020). Perceived Novelty Support and Psychological Needs Satisfaction in Physical Education. International Journal of Environmental Research and Public Health, 17, 4169. https://doi.org/doi:10.3390/ijerph17114169

Fleiss, J. L., Levin, B., & Paik, M. C. (1982). Statistical Methods for Rates and Proportions (Third ed). New Jersey: Wiley-Inte. https://doi.org/10.2307/2982107

Franco, E., & Coterón, J. (2017). The Effects of a Physical Education Intervention to Support the Satisfaction of Basic Psychological Needs on the Motivation and Intentions to Be Physically Active. Journal of Human Kinetics, 59, 5-15. https://doi.org/10.1515/hukin-2017-0143

González-Cutre, D., Romero-Elías, M., Jiménez-Loaisa, A., Beltrán-Carrillo, V. J., & Hagger, M. S. (2020). Testing the need for novelty as a candidate need in basic psychological needs theory. Motivation and Emotion, 44, 295-314. https://doi.org/10.1007/s11031-019-09812-7

González-Cutre, D., & Sicilia, Á. (2018). The importance of novelty satisfaction for multiple positive outcomes in physical education. European Physical Education Review, 25(3), 859-875. https://doi.org/10.1177/1356336X18783980

González-Cutre, D., Sicilia, Á., Sierra, A. C., Ferriz, R., & Hagger, M. S. (2016). Understanding the need for novelty from the perspective of self-determination theory. Personality and Individual Differences, 102, 159-169. https://doi.org/10.1016/j.paid.2016.06.036

González-Cutre, D., Sierra, A. C., Beltrán-carrillo, V. J., Peláez-Pérez, M., & Cervelló, E. (2016). A school-based motivational intervention to promote physical activity from a self- determination theory perspective self-determination theory perspective. The Journal of Educational Research, 111(3), 320-330. https://doi.org/10.1080/00220671.2016.1255871

Granero-Gallegos, A., Baena-Extremera, A., Sánchez-Fuentes, J. A., & Martínez-Molina, M. (2014). Validación Española del “Learning Climate Questionaire” Adaptado a la Educación Física. Psychology/Psicologia Reflexão e Crítica, 27(4), 625-633. https://doi.org/10.1590/1678-7153.201427403

Grolnick, W. S., & Pomerantz, E. M. (2009). Issues and Challenges in Studying Parental Control : Toward a New Conceptualization. Child Development Perspectives, 3(3), 165-170. https://doi.org/doi:10.1111/ j.1750-8606.2009.00099.x

Haerens, L., Aelterman, N., Van den Berghe, L., De Meyer, J., Soenens, B., & Vansteenkiste, M. (2013). Observing physical education teachers’ need-supportive interactions in classroom settings. Journal of Sport and Exercise Psychology, 35, 3-17. https://doi.org/10.1123/jsep.35.1.3

Hernández-Mendo, A, Ramos-Pérez, F., & Pastrana, J. (2012). SAGT: Programa informático para análisis de Teoría de la Generalizabilidad (Safe Creative Código: 1204191501059).

Hernández-Mendo, A., Blanco-Villaseñor, Á., Pastrana, J. L., Morales-Sánchez, V., & Francisco Jesús Ramos-Pérez. (2016). SAGT: Aplicación Informática para Análisis de Generalizabilidad. Revista Iberoamericana de Psicologia del Ejercicio y el Deporte, 11(1), 77-89.

Hernandez, A., Días, F., & Morales, V. (2010). Construcción de una herramienta observacional para evaluar las conductas prosociales en las clases de educación física. Revista de Psicologia del Deporte, 19(2), 305-318.

Hodge, K., & Gucciardi, D. F. (2015). Antisocial and prosocial behavior in sport: The role of motivational climate, basic psychological needs, and moral disengagement. Journal of Sport and Exercise Psychology, 37, 257-273. https://doi.org/10.1123/jsep.2014-0225

Johnston, M., Dixon, D., Hart, J., Glidewell, L., Schröder, C., & Pollard, B. (2014). Discriminant content validity: A quantitative methodology for assessing content of theory-based measures, with illustrative applications. British Journal of Health Psychology, 19(2), 240-257. https://doi.org/10.1111/bjhp.12095

Kline, T. (2005). Psychological Testing: A Practical Approach to Design and Evaluation. Thousand Oaks: Sage Publications.

Lochbaum, M. R., & Jean-Noel, J. (2016). Perceived Autonomy-Support Instruction and Student Outcomes in Physical Education and Leisure-Time: A Meta-Analytic Review of Correlates. RICYDE. Revista Internacional de Ciencias del Deporte, 12(43), 29-47. https://doi.org/doi:10.5232/ricyde

Méndez-Giménez, A., Puente-Maxera, F., Martínez de Ojeda, D., & Liarte-Belmonte, J. P. (2019). Examinando los efectos motivacionales de una temporada de orientación deportiva en estudiantes de educación secundaria Examining. Cultura, Ciencia y Deporte, 14(42), 297-309. https://doi.org/10.12800/ccd.v14i42.1343

Moreno-Murcia, J. A., Huéscar, E., Andrés-Fabra, J. A., & Sánchez-Latorre, F. (2020). Adaptación y validación de los cuestionarios de apoyo a la autonomía y estilo controlador a la educación física: relación con el feedback. Revista Ciencias de la Actividad Física UCM, 21(1), 1-16. https://doi.org/10.29035/rcaf.21.1.3

Moreno-Murcia, J. A., Huéscar, E., Nuñez, J. L., León, J., Valero-Valenzuela, A., & Conte, L. (2019). Protocolo de estudio cuasi-experimental para promover un estilo interpersonal de apoyo a la autonomía en docentes de educación física. Cuadernos de Psicología del Deporte, 19(2), 83-101. https://doi.org/10.6018/cpd.337761

Moreno-Murcia, J. A., Huéscar, E., & Ruiz, L. (2018). Perceptions of Controlling Teaching Behaviors and the Effects on the Motivation and Behavior of High School Physical Education Students. International Journal of Environmental Research and Public Health, 15, 2288. https://doi.org/10.3390/ijerph15102288

Morgan, K., Sproule, J., Weigand, D., & Carpenter, P. (2005). A computer-based observational assessment of the teaching behaviours that influence motivational climate in Physical Education. Physical Education & Sport Pedagogy, 10(1), 113-135. https://doi.org/10.1080/1740898042000334926

Mouratidis, A., Lens, W., & Vansteenkiste, M. (2010). How you provide corrective feedback makes a difference: The motivating role of communicating in an autonomy-supporting way. Journal of Sport and Exercise Psychology, 32(5), 619-637. https://doi.org/10.1123/jsep.32.5.619

Nicholls, J. G. (1989). The competitive ethos and democratic education. Cambridge, M.A: Harvard University Press.

Ntoumanis, N. (2005). A Prospective Study of Participation in Optional School Physical Education Using a Self-Determination Theory Framework. Journal of Educational Psychology, 97(3), 444-453. https://doi.org/10.1037/0022-0663.97.3.444

Ntoumanis, N. (2012). A self-determination theory perspective on motivation in sport and physical education: Current trends and possible future research directions. Motivation in sport and exercise, 3(1), 91-128.

Pérez-González, A. M., Valero-Valenzuela, A., Moreno-Murcia, J. A., & Sánchez-Alcaraz, B. J. (2019). Systematic Review of Autonomy Support in Physical Education Revisión sistemática del apoyo a la autonomía en educación física. Apunts. Educación Física y Deportes, 138(4), 51-61.

Polit, E. F., Beck, T. T., & Owen, S. V. (2007). Is the CVI an Acceptable Indicator of Content Validity? Appraisal and recommendations. Research in Nursing & Health, 30, 459–467.

Portell, M., Anguera, M. T., Chacón-Moscoso, S., & Sanduvete-Chaves, S. (2015). Guidelines for reporting evaluations based on observational methodology. Psicothema, 27(3), 283-289. https://doi.org/10.7334/psicothema2014.276

Reeve, J., & Cheon, S. H. (2014). An Intervention-Based Program of Research on Teachers’ Motivating Styles. Advances in Motivation and Achievement, 18, 293-339. https://doi.org/10.1108/S0749-742320140000018008

Reeve, J., & Cheon, S. H. (2016). Teachers become more autonomy supportive after they believe it is easy to do. Psychology of Sport and Exercise, 22, 178-189. https://doi.org/10.1016/j.psychsport.2015.08.001

Reeve, J., Jang, H., Carrell, D., Jeon, S., & Barch, J. (2004). Enhancing Students’ Engagement by Increasing Teachers’ Autonomy Support. Motivation and Emotion, 28(2), 147-169.

Rubin, D. B., Cronbach, L. J., Gleser, G. C., Nanda, H., & Rajaratnam, N. (1974). The Dependability of Behavioral Measurements: Theory of Generalizability for Scores and Profiles. Journal of the American Statistical Association, 69(348), 1050. https://doi.org/10.2307/2286194

Ryan, R. M., & Deci, E. L. (2017). Self-Determination Theory. Basic Psychological Needs in Motivation, Development, and Welness. New York, NY, USA: Guilford Publications.

Sánchez-Oliva, D., Pulido-González, J. J., Leo, F. M., González-Ponce, I., & García-Calvo, T. (2017). Effects of an intervention with teachers in the physical education context : A Self- Determination Theory approach. PLoS ONE 12(12):, 12(12), e0189986.

Sarrazin, P. G., Tessier, D. P., Pelletier, L. G., Trouilloud, D. O., & Chanal, J. P. (2006). The effects of teachers’ expectations about students’ motivation on teachers’ autonomy‐supportive and controlling behaviors. International Journal of Sport and Exercise Psychology, 4(3), 283-301. https://doi.org/10.1080/1612197x.2006.9671799

Smith, N., Quested, E., Appleton, P. R., & Duda, J. L. (2016). A review of observational instruments to assess the motivational environment in sport and physical education settings. International Review of Sport and Exercise Psychology, 9, 134-159. https://doi.org/10.1080/1750984X.2015.1132334

Smith, N., Tessier, D., Tzioumakis, Y., Quested, E., Appleton, P., Sarrazin, P., Papaioannou, A., & Duda, J. L. (2015). Development and validation of the multidimensional motivational climate observation system. Journal of Sport and Exercise Psychology, 37(1), 4-22. https://doi.org/10.1123/jsep.2014-0059

Soini, M., Liukkonen, J., Watt, A., Yli-Piipari, S., & Jaakkola, T. (2014). Factorial validity and internal consistency of the motivational climate in physical education scale. Journal of Sports Science and Medicine, 13, 137-144.

Stone, A. A., & Shiffman, S. (2002). Capturing momentary, self-report data: A proposal for reporting guidelines. Annals of Behavioral Medicine, 24(3), 236-243. https://doi.org/10.1207/S15324796ABM2403_09

Taylor, I. M., Ntoumanis, N., Standage, M., & Spray, C. M. (2010). Motivational predictors of physical education students’ effort, exercise intentions, and leisure-time physical activity: A multilevel linear growth analysis. Journal of Sport and Exercise Psychology, 32(1), 99-120. https://doi.org/10.1123/jsep.32.1.99

Tessier, D., Sarrazin, P., & Ntoumanis, N. (2010). The effect of an intervention to improve newly qualified teachers’ interpersonal style, students motivation and psychological need satisfaction in sport-based physical education. Contemporary Educational Psychology, 35(4), 242-253. https://doi.org/10.1016/j.cedpsych.2010.05.005

Tsai, Y. M., Kunter, M., Lüdtke, O., Trautwein, U., & Ryan, R. M. (2008). What Makes Lessons Interesting? The Role of Situational and Individual Factors in Three School Subjects. Journal of Educational Psychology, 100(2), 460-472. https://doi.org/10.1037/0022-0663.100.2.460

Ulstad, S. O., Halvari, H., Sørebø, Ø., & Deci, E. L. (2016). Motivation, Learning Strategies, and Performance in Physical Education at Secondary School. Advances in Physical Education, 6, 27-41. https://doi.org/10.4236/ape.2016.61004

Valero-Valenzuela, A., Camerino, O., Manzano-Sánchez, D., Prat, Q., & Castañer, M. (2020). Enhancing Learner Motivation and Classroom Social Climate : A Mixed Methods Approach. International Journal of Environmental Research and Public Health, 17, 5272. https://doi.org/doi:10.3390/ijerph17155272

Van den Berghe, L., Soenens, B., Vansteenkiste, M., Aelterman, N., Cardon, G., Tallir, I. B., & Haerens, L. (2013). Observed need-supportive and need-thwarting teaching behavior in physical education: Do teachers’ motivational orientations matter? Psychology of Sport and Exercise, 14(5), 650-661. https://doi.org/10.1016/j.psychsport.2013.04.006

Vansteenkiste, M., Ryan, R. M., & Soenens, B. (2020). Basic psychological need theory: Advancements, critical themes, and future directions. Motivation and Emotion, 44(1), 1-31. https://doi.org/10.1007/s11031-019-09818-1

Vansteenkiste, M., Simons, J., Lens, W., Sheldon, K. M., & Deci, E. L. (2004). Motivating learning, performance, and persistence: The synergistic effects of intrinsic goal contents and autonomy-supportive contexts. Journal of Personality and Social Psychology, 87(2), 246-260. https://doi.org/10.1037/0022-3514.87.2.246

Vasconcellos, D., Parker, P. D., Hilland, T., Cinelli, R., Owen, K. B., Kapsal, N., Lee, J., Antczak, D., Ntoumanis, N., Ryan, R. M., & Lonsdale, C. (2020). Self-determination theory applied to physical education: A systematic review and meta-analysis. Journal of Educational Psychology, 112(7), 1444-1469.

Wallace, T. L. B., Sung, H. C., & Williams, J. D. (2014). The defining features of teacher talk within autonomy-supportive classroom management. Teaching and Teacher Education, 42, 34-46. https://doi.org/10.1016/j.tate.2014.04.005

Williams, G. C., & Deci, E. L. (1996). Internalization of Biopsychosocial Values by Medical Students : A Test of Self-Determination Theory. Journal of Personality and Social Psychology, 70(4), 767-779.

Yoder, P., Lloyd, B., & Symons, F. (2018). Observational measurement of behavior. Baltimore, Maryland, USA: Paul H. Brookes Publishing Co.

Descargas

Publicado

2020-11-30

Cómo citar

Fierro-Suero, S., Almagro, B. J., Castillo, I., & Sáenz-López, P. (2020). Herramienta de Observación del Clima Interpersonal Motivacional (OCIM) para docentes de Educación Física (Observational instrument for Interpersonal Motivational Climate (OCIM) for physical education teachers). Cultura, Ciencia Y Deporte, 15(46), 575–596. https://doi.org/10.12800/ccd.v15i46.1647

Artículos similares

1 2 3 4 5 6 7 8 9 10 > >> 

También puede {advancedSearchLink} para este artículo.