Cesión de la responsabilidad al alumnado de educación física y su relación con las variables motivacionales

Abstract

Cesión de la responsabilidad al alumnado de Educación Física y su relación con variables motivacionales Cesión de la responsabilidad al alumnado de educación física y su relación con variables motivacionales Based on the Theory of Self-determination, the aim of this study was to analyse the relationship between students’ perceptions of support for autonomy, assignment of responsibilities in evaluation, controlling styles of teaching, satisfaction/frustration with the basic psychological needs (BPN), ways of self-motivation, satisfaction with Physical Education (PE) classes, disciplined behaviours and the intention to be physically active. In addition, differences were found in terms of gender and out-ofschool physical activity. There were 922 students from 14 to 18 years old (M = 14.95; DT = .98). The results obtained in the models of structural equations showed that the perception of support for autonomy, assignment of responsibilities and less controlling teaching styles positively predicted the satisfaction of the BPN, which predicted selfmotivation, and this predicted the intention to be physically active, satisfaction with PE classes and discipline; On the contrary, the use of more controlling teaching styles positively predicted the frustration of the BPN of autonomy, which predicted demotivation, and this demotivation predicted indiscipline. Also, it was determined that the males who practise out-of-school physical activity showed significantly higher values than the girls and those who do not practice in: perception of less controlling teaching styles, satisfaction of BPN, self-motivation, satisfaction with classes and the intention to practise. Therefore, it would be interesting to use less controlling teaching styles to increase self-motivation and obtain positive consequences for students.