Examining the motivational effects of an orienteering season on secondary school students
Autor/es
Méndez Giménez, Antonio; Puente Maxera, Federico; Martínez de Ojeda, Diego; Liarte Belmonte, Juan PedroFecha
2019Disciplina/s
Actividad Física y DeporteMateria/s
Sport EducationEducación Deportiva
Motivación
Physical education
Orienteering
Orientación deportiva
Motivation
Educación física
Resumen
The main purpose was to examine the effect of an orienteering Sport Education season on secondary school students ́ motivation. A pre-experimental design was carried out with pretest-posttest measures, and a quantitative and qualitative methodology was used to know in deep the students and teacher perception. Participants were 80 students (38 men and 42 women) of the 3rd year of Secondary Education and their teacher. The age range was 14-17 years, with a mean age of 14.62 years (SD = .80). The orienteering season lasted 12 sessions of 55 minutes. At a quantitative level, the measures of goal orientations (TEOSQ), motivational climate (PeerMCYSQ) and motivational regulations (PLOC-2) were used. At a qualitative level, three interviews with the teacher were analyzed before, after the fifth session as well as at the end of the unit. There were no significant differences in any of the motivational regulations. There was a significant decrease in the task achievement goal orientation in the... El principal propósito del estudio fue examinar el efecto de una temporada de orientación basada en el modelo de Educación Deportiva sobre la motivación del alumnado de educación secundaria. Se realizó un diseño pre-experimental con medidas pretest-postest, y se empleó una metodología cuantitativa y cualitativa para profundizar en la percepción discente y docente. Participaron 80 estudiantes (38 varones y 42 mujeres) de 3º curso de Educación Secundaria, con edades com-prendidas entre los 14 y 17 años de edad (M = 14.62; DT = .80) y su profesor. La temporada comprendió 12 sesiones de 55 minutos. A nivel cuantitativo se emplea-ron las medidas de orientaciones de meta (TEOSQ), clima motivacional (PeerMCYSQ) y regulaciones motiva-cionales (PLOC-2). A nivel cualitativo se analizaron tres entrevistas al profesor, antes, tras la quinta sesión y al finalizar la unidad. No hubo diferencias significativa...