Publicado dic 31, 2017



PLUMX
Almetrics
 
Dimensions
 

Google Scholar
 
Search GoogleScholar


Gracielle Fin

Elisabeth Baretta

Juan Antonio Moreno Murcia

Rudy José Nodari Júnior

##plugins.themes.bootstrap3.article.details##

Resumen

El objetivo fue identificar el perfil motivacional y relacionarlo con el apoyo docente a la autonomía, a las necesidades psicológicas básicas, la satisfacción para la práctica de actividades físicas y el nivel de actividad física, en una muestra de 615 adolescentes. Se obtuvo un grupo con “perfil autodeterminado” con puntuación más alta de la motivación intrínseca y regulación introyectada; y un grupo con “perfil no autodeterminado” con puntuaciones elevadas de regulación externa y desmotivación. Los adolescentes con perfil más autodeterminado son los que perciben mayor apoyo docente a la autonomía; ; presenta más satisfacción con las necesidades psicológicas básicas de autonomía, competencia y relación con los demás; sienten mayor satisfacción para la práctica de educación física y practican más actividad física.

Keywords

Motivation, self-determination, physical activity, adolescentsMotivación, autodeterminación, actividad física, adolescentes

References
Cai, Y., Reeve, J., & Robinson, D. (2002). Home schooling and teaching style: Comparing the motivating styles of home school and public school teachers. Journal of Educational Psychology, 94(2), 372-380. https://doi.org/10.1037//0022-0663.94.2.372

Caspersen, C., Powell, K., & Christenson, G. (1985). Physical activity, exercise, and physical fitness: definitions and distinctions for health-related research. Public Health Reports, 100(2), 126-131.

Centers for Disease Control and Prevention. (2010). The association between school based physical activity, including physical education, and academic performance. Atlanta, GA: US Department of Health and Human Services.

Curran, P., West, S., & Finch, J. (1996). The robustness of test statistics to no normality and specification error in confirmatory factor analysis. Psychological Methods, 1(1), 16-29.

Deci, E. L., & Ryan, R. M. (1991). A motivational approach to self: Integration in personality. In R. A. Dienstbier (Ed.), Perspectives on motivation: Nebraska symposium on motivation (Vol. 38, pp. 237-288). Lincoln, NE: University of Nebraska Press.

Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human Needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268.

Fernandes, H. M., & Vasconcelos-Raposo, J. (2005). Continuum de auto-determinação: validade para a sua aplicação no contexto desportivo. Estudos de Psicologia, 10(3), 385-395. https://doi.org/10.1590/S1413-294X2005000300007

Garcia, L. M., & Fisberg, M. (2011). Atividades físicas e barreiras referidas por adolescentes atendidos num serviço de saúde. Revista Brasileira de Cineantropometria & Desempenho Humano, 13(3), 163-169. https://doi.org/10.5007/1980-0037.2011v13n3p163

Goudas, M., & Biddle, S. (1994). Perceived motivational climate and intrinsic motivation in school physical education classes. European Journal of Psychology of Education, 9(3), 241-250. https://doi.org/10.1007/BF03172783

Guay, F., Boggiano, A., & Vallerand, R. (2001). Autonomy support, intrinsic motivation, and perceived competence: Conceptual and empirical linkages. Personality and Social Psychology Bulletin, 27(6), 643-650. https://doi.org/10.1177/0146167201276001

Hair, J., Tatham, R., Anderson, R., & Black, W. (1998). Multivariate data analysis (5th ed.). New Jersey: Prentice Hall.

Hallal, P. C., Knuth, A. G., Cruz, D. A., Mendes, M. I., & Malta, D. C. (2010). Prática de atividade física em adolescentes brasileiros. Ciência & Saúde Coletiva, 15(2), 3035-3042.

Hambleton, R. (1996). Adaptación de test para su uso en diferentes idiomas y culturas: fuentes de error, posibles soluciones y directrices prácticas. In J. Muñiz (Ed.), Psicometría (pp. 67-89). Madrid: Universitas.

Jiménez-Torres, M. G., Godoy-Izquierdo, D., & García, J. F. (2012). Relación entre los motivos para la práctica físico-deportiva y las experiencias de flujo en jóvenes: diferencias en función del sexo. Universitas Psychologica, 11(3), 909-920.

Kowalski, K., Crocker, P., & Faulkner, R. (1997). Validation of the Physical Activity Questionnaire for Older Children. Pediatric Exercise Science, 9, 174-186.

Lettnin, C. (2013). (Des)seriação da educação física no ensino médio como proposta de contribuições à saúde: visão de alunos e professores. (Unpublished doctoral thesis). PUCRS, Porto Alegre, Brasil.

Montanha, T. (2013). Intensidade, dispêndio energético e prazer num exergame realizado em bicicleta estacionária. (Unpublished master’s thesis). Universidade do Porto, Porto, Portugal.

Moreno-Murcia, J. A., Conde, C., & Sáenz-López, P. (2012). Importancia del apoyo de autonomía en la figura del docente en educación física. Tándem. Didáctica de la Educación Física, 40, 18-27.

Moreno-Murcia, J. A., Ruiz, M., & Vera, J. A. (2015). Prediction of autonomy support, psychological mediators and academic motivation on basic competences in adolescent students. Revista de Psicodidáctica, 20(2), 359-376. https://doi.org/10.1387/RevPsicodidact.11655

Motl, R., Dishman, R., Saunders, R., Dowda, M., Felton, G., & Pate, R. (2001). Measuring enjoyment of physical activity in adolescent girls. American Journal of Preventive Medicine, 21(2), 110-117.

Norusis, M. (1992). SPSS/PC+ Professional statistics, Version 5.0 (5ª ed.). Chicago: SPSS.

Ntoumanis, N., & Standage, M. (2009). Motivation in physical education classes: A self-determination theory perspective. Theory and Research in Education, 7(2), 194-202. https://doi.org/10.1177/1477878509104324

Nuñez, J., León, J., Grijalvo, F., & Albo, J. (2012). Measuring autonomy support in university students: the Spanish version of the Learning Climate Questionnaire. The Spanish Journal of Psychology, 15(3), 1466-1472. https://doi.org/10.5209/rev_SJOP.2012.v15.n3.39430

Nunnally, J., & Bernstein, I. (1994). Psychometric Theory. New York: McGraw-Hill.

Pires, A., Luís, C., Borrego, C., Alves, J., & Silva, C. (2010). Validação preliminar de um questionário para avaliar as necessidades psicológicas básicas em Educação Física. Motricidade, 6(1), 33-51.

Pontes, L., Barreto Neto, A., Amorim, R., & Lira, P. (2013). Padrão de atividade física em diferentes domínios e sua associação com a pressão arterial em adolescentes. Revista da AMRIGS, 57(3), 196-201.

Reeve, J. (2009). Why teachers adopt a controlling motivating style toward students and how they can become more autonomy supportive. Educational Psychologist, 44(3), 159-177. https://doi.org/10.1080/00461520903028990

Reeve, J., Vansteenkiste, M., Assor, A., Ahmad, I., Cheon, S., Jang, H., & Wang, C. (2014). The beliefs that underlie autonomy-supportive and controlling teaching: A multinational investigation. Motivation and Emotion, 38(1), 93-110. https://doi.org/10.1007/s11031-013-9367-0

Silva, R. R., & Malina, R. (2000). Nível de atividade física em adolescentes do Município de Niterói, Rio de Janeiro, Brasil. Cad. Saúde Pública, 16(4), 1091-1097.

Standage, M., Duda, J., & Ntoumanis, N. (2005). A test of self-determination theory in school physical education. British Journal of Educational Psychology, 75, 411-433. https://doi.org/10.1348/000709904X22359

Standage, M., Gillison, F., Ntoumanis, N., & Treasure, D. (2012). Predicting students' physical activity and health-related well-being: A prospective cross-domain investigation of motivation across school physical education and exercise settings. Journal of Sport & Exercise Psychology, 34(1), 37-60.

Teixeira, P., Carraça, E., Markland, D., Silva, M., & Ryan, R. (2012). Exercise, physical activity, and self-determination theory: A systematic review. International Journal of Behavioral Nutrition and Physical Activity, 9(1), 78-107. https://doi.org/10.1186/1479-5868-9-78

Tenório, M. (2014). Motivação de estudantes e alunos para as aulas de Educação Física do ensino médio. (Unpublished doctoral thesis). Universidade Federal de Pernambuco, Recife, Brasil.

Trost, S. G., & Loprinzi, P. D. (2008). Exercise-promoting healthy lifestyles in children and adolescents. Journal of Clinical Lipidology, 2(3), 162-168. https://doi.org/10.1016/j.jacl.2008.03.001

Vallerand, R. J. (1997). Toward a hierarchical model of intrinsic and extrinsic motivation. In M. P. Zanna (Ed.), Advances in experimental social psychology (pp. 271-360). San Diego: Academic Press.

Vallerand, R. J. (2001). A hierarchical model of intrinsic and extrinsic motivation in sport and exercice. In G. C. Roberts (Ed.), Advances in motivation in sport and exercise (pp. 263-319). Champaign, IL: Human Kinetics.

Vallerand, R. J. (2007). Intrinsic and extrinsic motivation in sport and physical activity. In G. Tenenbaum & R. C. Eklund (Eds.), Handbook of sport psychology (3rd ed.) New York: Wiley. https://doi.org/10.1002/9781118270011.ch3

Vlachopoulos, S., & Michailidou, S. (2006). Development and initial validation of a measure of autonomy, competence, and relatedness in exercise: The Basic Psychological Needs in Exercise Scale. Measurement in Physical Education and Exercise Science, 10(3), 179-201. https://doi.org/10.1207/s15327841mpee1003_4

Weiss, M. R., & Ferrer-Caja, E. (2002). Motivational orientations and sport behavior. In T. S. Horn (Eds.), Advances in sport psychology (pp. 101-183). Champaing, IL: Human Kinetics.

Williams, G., & Deci, E. (1996). Internalization of biopsycho social values by medical students: A test of self-determination theory. Journal of Personality and Social Psychology, 70(4), 767-779.
Cómo citar
Fin, G., Baretta, E., Moreno Murcia, J. A., & Nodari Júnior, R. J. (2017). Apoyo a la autonomía, motivación, satisfacción y niveles de actividad física en clases de educación física. Universitas Psychologica, 16(4), 1–12. https://doi.org/10.11144/Javeriana.upsy16-4.asms
Sección
Artículos

Artículos más leídos del mismo autor/a