Autonomy support in Physical Education: Evidence to improve the teaching process
The teacher’s intervention is a decisive factor in students’ experiences in Physical Education. They can either perform their work in a controlling manner or based on autonomy support (Moreno-Murcia, Conde, & Sáenz-López, 2012). In this sense, this study aims to assess the influence of autonomy...
| Autores: | , , , , |
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| Formato: | artículo |
| Fecha de publicación: | 2015 |
| País: | España |
| Recursos: | Universidad Católica San Antonio de Murcia (UCAM) |
| Repositorio: | RIUCAM. Repositorio Institucional de la Universidad Católica San Antonio de Murcia |
| OAI Identifier: | oai:repositorio.ucam.edu:10952/6079 |
| Acesso em linha: | http://hdl.handle.net/10952/6079 https://doi.org/10.12800/ccd.v10i29.547 |
| Access Level: | acceso abierto |
| Palavra-chave: | Didactic intervention Proceso de enseñanza Autonomía Teaching process Autonomy Intervención docente Boredom Aburrimiento Diversión Enjoyment |
| Resumo: | The teacher’s intervention is a decisive factor in students’ experiences in Physical Education. They can either perform their work in a controlling manner or based on autonomy support (Moreno-Murcia, Conde, & Sáenz-López, 2012). In this sense, this study aims to assess the influence of autonomy support in Physical Education, during an orienteering didactic unit, on the autonomy perceived by students, enjoyment and boredom. 113 3rd-year Compulsory Secondary Education students from a public school took part (M age = 14.83, SD = 0.72). The variables studied and instruments used were, autonomy support through the ASCQ questionnaire (Conde, Sáenz-López, Carmona, González-Cutre, Martínez, & Moreno, 2010) adapted to Physical Education, autonomy perceived through the autonomy factor of the BPNES scale (Moreno, González-Cutre, Chillón, & Parra, 2008), and enjoyment and boredom experienced through the CDPD scale (Cecchini, González, Carmona, & Contreras, 2004). The results indicate that there is a direct relationship between “the interest in the students’ opinion” on enjoyment and boredom. Likewise, the “evaluation of autonomous behaviour” has an impact on perceived autonomy, and the latter on enjoyment and boredom, in a positive and negative manner, respectively. The conclusion reached from this study is the importance of the autonomy support generated by the teacher and the need to implement specific strategies for each curricular content |
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