Predicción de la intención de ser físicamente activo del alumnado de Educación Físicaun modelo mediado por la necesidad de novedad

  1. Carlos Fernández-Espínola 1
  2. Bartolomé J. Almagro 1
  3. Javier A. Tamayo Fajardo 1
  1. 1 Universidad de Huelva
    info

    Universidad de Huelva

    Huelva, España

    ROR https://ror.org/03a1kt624

Revista:
Retos: nuevas tendencias en educación física, deporte y recreación

ISSN: 1579-1726,  1988-2041

Ano de publicación: 2020

Número: 37

Páxinas: 442-448

Tipo: Artigo

DOI: 10.47197/RETOS.V37I37.70946 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Outras publicacións en: Retos: nuevas tendencias en educación física, deporte y recreación

Obxectivos de Desenvolvemento Sustentable

Resumo

The aim of this study was to analyze the role that novelty need can play on human motivation. For that purpose, a model that linked task-involving motivational climate, novelty need, intrinsic motivation, and intention to be physically active, was tested. A sample of 732 students enrolled from the first year of Secondary School to the first year of Baccalaureate (five courses), with mean age of 13.92 years, participated in the study. The mastery climate factor from the Measurement of Motivational Strategies in Physical Education Classes Questionnaire, the novelty factor from the Psychological Needs in Exercise Scale, the intrinsic motivation factor from the Perceived Locus of Causality Scale, and the Intention to be Physically Active Scale, were used. The model outcomes showed that taskinvolving motivational climate positively predicted novelty need, which positively predicted intrinsic motivation and played the role of mediator between the two of them. Finally, intrinsic motivation positively predicted intention to be physically active. In conclusion, this study has shown that Physical Education teachers’ proposal of novel tasks, methodologies, and materials, could increase self-determined levels of motivation in students and, consequently, their intention to practice physical activity outside the school context in the future.

Referencias bibliográficas

  • Ames, C. (1992). Achievement goals, motivational climate, and motivational processes. En G. C. Roberts (Ed.), Motivation in sport and exercise (pp.161-176). Champaign, IL: Human Kinetics
  • Ato, M., López, J. J., & Benavente, A. (2013). Un sistema de clasificación de los diseños de investigación en psicología. Anales de Psicología, 29(3), 1038-1059. doi: 10.6018/analesps.29.3.178511
  • Baron, R. M., & Kenny, D. A. (1986). The Moderator–Mediator Variable Distinction in Social Psychological Research: Conceptual, Strategic, and Statistical Considerations. Journal of Personality and Social Psychology, 51, 1173-1182. doi: 10.1037/0022-3514.51.6.1173
  • Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. En K. A. Bollen, y J. S. Long (Eds.), Testing structural equation models (pp. 136-162). Newbury Park, CA: Sage.
  • Brunel, P. C. (1999). Relationship between achievement goal orientations and perceived motivational climate on intrinsic motivation. Scandinavian Journal of Medicine and Science in Sports, 9(6), 365–374. doi:10.1111/j.1600-0838.1999.tb00258.x
  • Cecchini, J. A., González, C., López, J., & Brustad, R. (2005). Relación del clima motivacional percibido con la orientación de meta, la motivación intrínseca y las opiniones y conductas de fair-play. Revista Mexicana de Psicología, 22(2), 469-479.
  • Cervelló, E., Moreno, J. A., del Villar, F., & Reina, R. (2007). Desarrollo y validación de un instrumento de medida de las estrategias motivacionales empleadas en las clases de educación física. Revista Iberoamericana de Psicología del Ejercicio y el Deporte, 2(2), 53-72.
  • Corpus, J. H., McClintic-Gilbert, M. S., & Hayenga, A. O. (2009). Within-year changes in children’s intrinsic and extrinsic motivational orientations: Contextual predictors and academic outcomes. Contemporary Educational Psychology, 34(2), 154-166. doi: 10.1016/j.cedpsych.2009.01.001
  • Cox, A., & Williams, L. (2008). The roles of perceived teacher support, motivational climate, and psychological need satisfaction in students’ physical education motivation. Journal of Sport and Exercise Psychology, 30(2), 222-239. doi: 10.1123/jsep.30.2.222
  • Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behaviour. New York: Plenum.
  • Duda, J. L., Chi, L., Newton, M. L., Walling, M. D., & Catley, D. (1995). Task and ego orientation and intrinsic motivation in sport. International Journal of Sport Psychology, 26, 40–63.
  • Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behaviour. Psychological Inquiry, 11(4), 227-268. doi: 10.1207/S15327965PLI1104_01
  • Fernández-Río, J. (2018). De los desafíos físicos cooperativos a las Educoop-Escape rooms. Comunicación presentada en el En XI Congreso Internacional de Actividades Físicas Cooperativas, Avilés, España.
  • Ferriz, R., González-Cutre, D., Sicilia, Á., & Hagger, M. S. (2016). Predicting healthy and unhealthy behaviors through physical education: A self-determination theory-based longitudinal approach. Scandinavian Journal of Medicine & Science in Sports, 26(5), 579-592. doi: 10.1111/sms.12470
  • Franco, E., Coterón, J., Gómez, V., Brito, J., & Martínez, H. A. (2017). Influencia de la motivación y del flow disposicional sobre la intención de realizar actividad físico-deportiva en adolescentes de cuatro países. Retos, 31, 46-51.
  • Franco, E., Coterón, J., Gómez, V., & Laura de Franza, A. (2017). Relación entre motivación, actividad física realizada en el tiempo libre y la intención futura de práctica de actividad física. Estudio comparativo entre adolescentes argentinos y españoles. SPORT TK: Revista Euroamericana de Ciencias del Deporte, 6(1), 25-34. doi: 10.6018/280371
  • George, D., & Mailery, M. (2001). Using SPSS for Windows step by step: a simple guide and reference. Boston, MA: Aliyn & Bacon.
  • González-Cutre, D., & Sicilia, Á. (2018). The importance of novelty satisfaction for multiple positive outcomes in physical education. European Physical Education Review, 20(10), 1-17. doi: 10.1177/1356336X18783980
  • González-Cutre, D., Sicilia, Á., Beas-Jiménez, M., & Hagger, M. S. (2014). Broadening the trans-contextual model of motivation: a study with Spanish adolescents. Scandinavian Journal of Medicine & Science in Sports, 24, e306–e319. doi: 10.1111/sms.12142
  • 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. The Journal of Educational Research, 111(3), 320–330. doi:10.1080/00220671.2016.1255871
  • González-Cutre, D., Sicilia, Á., Sierra, A. C., Ferriz, R., & Hagger, M. S. (2016). Understanding the need for novelty from the perspective of selfdetermination theory. Personality and Individual Differences, 102, 159-169. doi: 10.1016/j.paid.2016.06.036
  • Goudas, M., Biddle, S. J. H., & Fox, K. (1994). Perceived locus of causality, goal orientations and perceived competence in school physical education classes. British Journal of Educational Psychology, 64, 453-463. doi: 10.1111/j.2044-8279.1994.tb01116.x
  • Gutiérrez, M. (2014). Relaciones entre el clima motivacional, las experiencias en educación física y la motivación intrínseca de los alumnos. Retos, 26, 9-14.
  • Hair, J., Black, B., Babin, B., & Anderson, R. (2010). Multivariate Data Analysis (7ª Ed.). Nueva Jersey: Prentice Hall.
  • Hagger, M., & Chatzisarantis, N. (2012). Transferring motivation from educational to extramural contexts: a review of the trans-contextual model. European Journal of Psychology of Education, 27, 195-212. doi:10.1007/s10212-011-0082-5
  • Hagger, M., Chatzisarantis, N., Culverhouse, T., & Biddle, S. (2003). The processes by which perceived autonomy support in physical education promotes leisure-time physical activity intentions and behavior: A Trans-Contextual Model. Journal of Educational Psychology, 95(4), 784-795.
  • Hein, V., Müür, M., & Koka, A. (2004). Intention to be physically active after school graduation and its relationship to three types of intrinsic motivation. European Physical Education Review, 10(1), 5-19. doi: 10.1177/1356336X04040618
  • Hu, L., & Bentler, P. M. (1995). Evaluating model fit. En R. H. Hoyle (Ed.), Structural equation modeling: Concepts, issues, and applications (pp. 76-99). Thousand Oaks, CA: Sage.
  • Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55. doi: 10.1080/10705519909540118
  • Janssen, I., & LeBlanc, A. G. (2010). Systematic review of the health benefits of physical activity and fitness in school-aged children and youth. International Journal of Behavioral Nutrition and Physical Activity, 7(1), 40. doi: 10.1186/1479-5868-7-40
  • Méndez-Giménez, A., Fernández-Río, J., & Cecchini-Estrada, J. A. (2013). Climas motivacionales, necesidades, motivación y resultados en Educación Física. Aula Abierta, 41(1), 63-72
  • Moreno, J. A., González-Cutre, D., & Chillón, M. (2009). Preliminary validation in Spanish of a scale designed to measure motivation in physical education classes: The Perceived Locus of Causality (PLOC) Scale. The Spanish Journal of Psychology, 12(1), 327-337. doi:10.1017/S1138741600001724
  • Moreno, J. A., Moreno, R., & Cervelló, E. (2007). El autoconcepto físico como predictor de la intención de ser físicamente activo. Psicología y Salud, 17(2), 261-267.
  • Moreno, J. A., & Soledad, L. (2007). Predicción de la importancia concedida a la EF según el clima motivacional y la motivación autodeterminada en estudiantes adolescentes. Enseñanza, 25, 137-155.
  • Nicholls, J. G. (1989). The competitive ethos and democratic education. Cambridge, Massachusetts: Harvard University Press.
  • Ntoumanis, N. (2001). A self-determination approach to the understanding of motivation in Physical Education. British Journal of Educational Psychology, 71(2), 225-242. doi: 10.1348/000709901158497
  • Organización Mundial de la Salud. (2010). Recomendaciones mundiales sobre actividad física para la salud. Ginebra: Ediciones de la OMS. Recuperado de https://www.who.int/dietphysicalactivity/publications/9789241599979/es/
  • Ryan, R. M., & Deci, E. L. (2017). Self-determination Theory: Basic Psychological Needs in Motivation, Development, and Wellness. New York: Guilford Press.
  • Roth, M., & Hammelstein, P. (2012). The need inventory of sensation seeking (NISS). European Journal of Psychological Assessment, 28, 11–18. doi: 10.1027/1015-5759/a000085
  • Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the fit of structural equation models: tests of significance and descriptive goodness-of-fit measures. Methods of Psychological Research Online, 8(2), 23-74.
  • Silvia, P. J. (2005). What is interesting? Exploring the appraisal structure of interest. Emotion, 5, 89–102.
  • Silvia, P. J. (2006). Exploring the psychology of interest. New York: Oxford University Press.
  • Sproule, J., Wang, C. K., Morgan, K., McNeill, M., & McMorris, T. (2007). Effects of motivational climate in Singaporean physical education lessons on intrinsic motivation and physical activity intention. Personality and Individual Differences, 43(5), 1037-1049. doi: 10.1016/j.paid.2007.02.017
  • Standage, M., Duda, J. L., & Ntoumanis, N. (2003). A model of contextual motivation in Physical Education: Using constructs from self-determination and achievement goal theories to predict physical activity intentions. Journal of Educational Psychology, 95(1), 97-110.
  • Standage, M., Duda, J. L., & Ntoumanis, N. (2006). Students’ motivational processes and their relationship to teacher ratings in school physical education: A self-determination theory approach. Research Quarterly for Exercise and Sport, 77(1), 100-110. doi: 10.1080/02701367.2006.10599336
  • Sylvester, B. D., Jackson, B., & Beauchamp, M. R. (2018). The Effects of Variety and Novelty on Physical Activity and Healthy Nutritional Behaviors. En A. J. Elliot (Ed.): Advances in Motivation Science (pp. 169-202). New York: Elsevier.
  • 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. doi: 10.1123/jsep.32.1.99
  • Vallerand, R. J. (1997). Toward a hierarchical model of intrinsic and extrinsic motivation. En M. P. Zanna (Ed.): Advances in experimental social psychology (pp. 271–360). New York: Academic Press.
  • Vallerand, R.J. (2001). A hierarchical model of intrinsic and extrinsic motivation in sport and exercise. En G.C. Roberts (Ed.): Advances in motivation in sport and exercise (pp. 263-319). Champaign, IL: Human Kinetics
  • Vlachopoulos, S. P., & Michailidou, S. (2006). Development and initial validation of a measure of autonomy, competence, and relatedness: The Basic Psychological Needs in Exercise Scale. Measurement in Physical Education and Exercise Science, 10(3), 179-201. doi: 10.1207/s15327841mpee1003_4
  • Vílchez, P., & Ruiz, F. (2016). Clima motivacional en Educación Física y actividad físico-deportiva en el tiempo libre en alumnado de España, Costa Rica y México. Retos, 29, 195-200.
Fonte de datos: Dialnet