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      (Des) motivação na educação física escolar: uma análise a partir da teoria da autodeterminação Translated title: (Des)motivación en la educación física escolar: un análisis a través de la teoría de la autodeterminación Translated title: (De) motivation in school physical education: an analysis from the theory of self-determination

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          Abstract

          Resumo O estudo objetivou identificar a presença da desmotivação na educação física escolar, por meio da teoria da autodeterminação, com vistas à compreensão de possibilidades de intervenção. Aplicamos o questionário de Goudas, Biddle e Fox (1994) para 371 alunos de educação física do ensino médio. Na análise dos dados usamos o teste de Mann-Whitney e o alpha de Conbrach. Os resultados indicaram baixa prevalência de desmotivação (7,3%); evidenciaram que para esse contexto de estudo a motivação prevaleceu e contrariaram achados anteriores. A pesquisa aponta algumas estratégias que podem auxiliar no processo de ensino-aprendizagem.

          Translated abstract

          Resumen El objetivo del estudio fue identificar la presencia de la desmotivación en la educación física a través de la teoría de la autodeterminación con miras a la comprensión de las posibilidades de intervención. Aplicamos el cuestionario Goudas, Biddle y Fox (1994) a 371 estudiantes de educación física de enseñanza media. En el análisis de los datos se utilizó la prueba de Mann-Whitney y alfa Conbrach. Los resultados mostraron una baja prevalencia de la desmotivación (7,3%), lo que mostró que en este contexto de estudio la motivación prevaleció, contrariamente a las conclusiones anteriores. El estudio identifica algunas estrategias que pueden ayudar en el proceso de enseñanza-aprendizaje.

          Translated abstract

          Abstract The study aimed to identify the presence of demotivation in physical education, through the self-determination theory, with a view to understanding possibilities of intervention. We apply the questionnaire elaborate by Goudas, Biddle e Fox (1994) to 371 students in high school physical education. In the data analysis we used the Mann-Whitney test and alpha Conbrach. The results showed a low prevalence of unmotivated (7,3%); showing that the context for this study motivation prevailed, contradicting previous findings. The research identifies some strategies that may help in the teaching-learning process.

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          Intrinsic Motivation and Self-Determination in Human Behavior

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            A self-determination approach to the understanding of motivation in physical education.

            It is widely acknowledged that Physical Education (PE) can play a potentially important role in enhancing public health by creating positive attitudes toward exercise and by promoting health-related fitness programmes. However, these initiatives will have limited success if students are not motivated to participate actively in their PE lessons. A sequence of motivational processes, proposed by Vallerand (1997), was tested in this study. The sequence has the form 'social factors-->psychological mediators-->types of motivation-->consequences'. Participants were 424 British students aged 14-16 years from Northwest England. Questionnaires were used to measure cooperative learning, self-referenced improvement, and choice of tasks (social factors), perceived competence, autonomy, and relatedness (psychological mediators), intrinsic motivation, identification, introjection, external regulation, and amotivation (types of motivation), and boredom, effort, and future intention to exercise (consequences). A SEM analysis showed that perceived competence was the major psychological mediator. Intrinsic motivation was related to positive consequences, whereas external regulation and amotivation were predictors of negative consequences. A multisample analysis indicated that the model was largely invariant across gender. The findings underline the importance of perceived competence and intrinsic motivation in compulsory PE.
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              A Alegria na Escola

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                Author and article information

                Contributors
                Role: ND
                Role: ND
                Role: ND
                Role: ND
                Journal
                rbce
                Revista Brasileira de Ciências do Esporte
                Rev. Bras. Ciênc. Esporte
                Colégio Brasileiro de Ciências do Esporte
                2179-3255
                September 2016
                : 38
                : 3
                : 259-266
                Affiliations
                [1 ] Universidade Estadual de Maringá Brazil
                [2 ] Universidade Estadual de Maringá Brazil
                Article
                S0101-32892016000300259
                10.1016/j.rbce.2015.11.010
                2a777f8f-aac9-4426-9e30-9bb1bac8c9d9

                This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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                SciELO Brazil

                Self URI (journal page): http://www.scielo.br/scielo.php?script=sci_serial&pid=0101-3289&lng=en
                Categories
                SPORT SCIENCES

                Sports medicine
                Motivação,Aprendizagem,Educação física,Teoria da autodeterminação,Motivación,Aprendizaje,Educación Física,Teoría de la autodeterminación,Motivation,Learning,Physical Education,Self-determination theory

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