Impact of the Attitudinal Style on High School Students’ Motivation in Physical Education
92Visites
References
[1] American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). American Psychological Association. doi.org/10.1037/0000165-000
[2] Aniszewski, E., Henrique, J., de Oliveira, A. J., Alvernaz, A., & Vianna, J. A. (2019). (A)Motivation in physical education classes and satisfaction of competence, autonomy and relatedness. Journal of Physical Education, 30(1), 3052. doi.org/10.4025/jphyseduc.v30i1.3052
[3] Barkley, E. F., Cross, K. P., & Major, C. H. (2014). Collaborative learning techniques: A handbook for college faculty. Jossey-Bass.
[4] Camerino, O., García-Castejón, G., Valero-Valenzuela, A., & Castañer. M, (2023). Innovar en educación física y deportes. El modelo pedagógico de responsabilidad personal y social (MRPS). Servicio de Publicaciones de la Universidad de Lleida.
[5] Casey, A. (2016). Models-based practice. Handbook of physical education pedagogy. Routledge.
[6] Casey, A. (2024). The ghosts of research past, present and future: Understanding the past to inform a future of models-based practice research. Physical Education and Sport Pedagogy, 1–14. doi.org/10.1080/17408989.2024.2438056
[7] Casey, A., & Kirk, D. (2021). Models-based practice in physical education. Routledge.
[8] Casey, A., & Kirk, D. (2024). Applying models-based practice in physical education (1st ed.). Routledge. doi.org/10.4324/9780429347078
[9] Castillo, I., Molina-García, J., Estevan, I., Queralt, A., & Álvarez, O. (2020). Transformational teaching in physical education and students’ leisure-time physical activity: The mediating role of learning climate, passion and self-determined motivation. International Journal of Environmental Research Public Health, 17(13), 4844. doi.org/10.3390/ijerph17134844
[10] Cenic, D., Petrović, J., & Cenić, S. (2019). The most important motivation factors for knowledge acquisition and successful learning. Teaching, Learning and Teacher Education, 2, 149–159. doi.org/10.22190/FUTLTE1802149C
[11] Chen, A. (2001). Theoretical conceptualization for motivation research in physical education: An integrated perspective. Quest, 53(1), 35–58. doi.org/10.1080/00336297.2001.10491729
[12] Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education. Routledge.
[13] Coll, C. (1991). Aprendizaje escolar y construcción del conocimiento. Paidós.
[14] 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.
[15] Dewey, J. (1938). Experience and education. Macmillan.
[16] Diloy-Peña, S., García-González, L., Sevil-Serrano,J., Sanz-Remacha, M. & Abós, A. (2021). Motivating teaching style in physical education: how does it affect the experiences of students? Apunts Educación Física y Deportes, 144, 44–51. doi.org/10.5672/apunts.2014-0983.es.(2021/2).144.06
[17] Fierro-Suero, S., Castillo, I., Almagro, B.J., & Saénz-López., P. (2023). The role of motivation and emotions in physical education: Understanding academic achievement and the intention to be physically active. Frontiers Psychology, 14, 1253043. 10.3389/fpsyg.2023.1253043
[18] Ferriz, R., González-Cutre, D., & Sicilia, A. (2015). Revisión de la Escala del Locus Percibido de Causalidad (PLOC) para la inclusión de la medida de la regulación integrada en educación física. Revista de Psicología del Deporte, 24(2), 329–338.
[19] Franco, E., González-Peño, A., Trucharte, P., & Martínez-Majolero, V. (2023). Challenge-based learning approach to teach sports: Exploring perceptions of teaching styles and motivational experiences among student teachers. Journal of Hospitality, Leisure, Sport & Tourism Education, 32(3), 100432. doi.org/10.1016/j.jhlste.2023.100432
[20] Hortigüela-Alcalá, D., Fernández-Río J., & Pérez-Pueyo, A. (2016). Long-term effects of the pedagogical approach on the perceptions of physical education by students and teachers. Journal of Physical Education and Sport, 16(4), 1326–1333. doi.org/10.7752/jpes.2016.04210
[21] Hortigüela-Alcalá, D., Salicetti-Fonseca, A., & Hernando-Garijo, A. (2018). Relationship between the level of physical activity and the motivation of physical education teachers. Sportis, 4(2), 331–348. doi.org/10.17979/sportis.2018.4.2.3291
[22] Johnson, D. W., & Johnson, R. T. (1999). Making cooperative learning work. Theory Into Practice, 38(2), 67–73. doi.org/10.1080/00405849909543834
[23] Kelso, A., Linder, S., Reimers, A. K., Klug, S. J., Alesi, M., Scifo, L., Chicau, C., Monteiro, D., & Demetriou, Y. (2020). Effects of school-based interventions on motivation towards physical activity in children and adolescents: A systematic review and meta-analysis. Psychology and Sport Exercise, 51, 101770. doi.org/10.1016/j.psychsport.2020.101770
[24] López-Urán, J. M., Férriz-Valero, A., Baena-Morales, S., & García-Martinez, S. (2022). Incidencia motivacional de modelos pedagógicos emergentes en estudiantes de educación secundaria de educación física (Motivational incidence of emerging pedagogical models in physical education secondary school students). Logía, Educación Física y Deporte, 2(2), 58–73.
[25] MacMillan, J. H., & Schumacher, S. (2001) Research in education. A conceptual introduction (5th Edition). Longman.
[26] McKeachie, J., Svinicki, M., & Hofer, B. (2006). Teaching tips: Strategies, research, and theory for college and university teachers. Houghton Mifflin Harcourt.
[27] Meyer, D. K., & Turner, J. C. (2006). Re-conceptualizing emotion and motivation to learn in classroom contexts. Education Psychology Review, 18, 377–390. 10.1007/s10648-006-9032-1
[28] Moreno-Murcia, J. A., Saorín-Pozuelo, M., Baena-Morales, S., Ferriz-Valero, A., & Barrachina-Peris, J. (2024). Motivating teaching styles and directiveness in physical education. Apunts Educación Física y Deportes, 155, 38–49. doi.org/10.5672/apunts.2014-0983.es.(2024/1).155.05.
[29] Mosston, M., & Ashworth, S. (1986). La enseñanza de la educación física. Editorial Hispano Europea.
[30] Pavlović, S., Marinkovic, D., Mádić, D. M., Djordjic, V., Milanović, I., & Brymer, E. (2021). Motivation and physical self-concept as indicators of students’ physical activity in physical education classes. Facta Universitatis Series Physical Education and Sport, 2, 119–128. doi.org/10.22190/FUPES201214004P
[31] Pérez-González, A. M., Valero-Valenzuela, A., Moreno-Murcia, J. A., & Sánchez-Alcaraz, B. J. (2019). Systematic review of autonomy support in physical education. Apunts Educación Física y Deportes, 138, 51–61. dx.doi.org/10.5672/apunts.2014-0983.es.(2019/4).138.04
[32] Pérez-Pueyo, Á. (2016). El estilo actitudinal en educación física: Evolución en los últimos 20 años (The attitudinal style in Physical Education: Evolution in the past 20 years). Retos: Nuevas Tendencias en Educación Física, Deporte y Recreación, 29, 207–215. doi.org/10.47197/retos.v0i29.38720
[33] Pérez-Pueyo, A., Hortigüela-Alcalá, D., & Fernández-Río, J. (2020). Evaluación formativa y modelos pedagógicos: Estilo actitudinal, aprendizaje cooperativo, modelo comprensivo y educación deportiva. Revista Española de Educación Física y Deportes, 428, 47–66. doi.org/10.55166/reefd.vi428.881
[34] Pérez-Pueyo, A., Hortigüela-Alcalá, D., & Fernández-Río, J. (2021). Los modelos pedagógicos en educación física: Qué, cómo, por qué y para qué. Servicio de Publicaciones de la Universidad de León.
[35] Ryan, R. M., & Deci, E. L. (Eds.). (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Publications. doi.org/10.1521/978.14625/28806
[36] Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self‐determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Education Psychology, 61, 101860. doi.org/10.1016/j.cedpsych.2020.101860
[37] Sánchez-Alcaraz Martínez, B. J. Valero-Valenzuela, A., Navarro-Ardoy, D., Merino Barrero, J. A., Goméz Mármol, A., Velo Camacho, C., Manzano Sánchez, D., Melero Cañas, D., García Mullois, J.A., García Ruíz, J., Muñoz Parreño, J.A., Alfonso Asencio, M., Mahedero Navarreta, M.P., Cifo Izquierdo, M.I., Hellín Martínez, M. & Caballero Blanco, P. (2021). Metodologías emergentes en educación física: Consideraciones teórico-prácticas para docentes. Wanceulen Editorial.
[38] Sierra-Díaz, M. J., González-Villoría, S., Pastor-Vicedo, J. C., & López-Sánchez, G. F. (2019). Can we motivate students to practice physical activities and sports through models-based practice? A systematic review and meta-analysis of psychosocial factors related to Physical Education. Frontiers Physiology, 10, 2115. doi.org/10.3389/fpsyg.2019.02115
[39] Syahidah, L. SN., Suherman, A., & Rahman, A. A. (2023). Analisis motibasi guru pendidikan jasmani sekolah dasar pasca pandemi. Journal of Sport, Physical Education, Organization, Recreation and Training, 7(1), 125–136. doi.org/10.37058/sport.v7i1.6530
[40] Van Doren, N., De Cocker, K., De Clerck, T., Vangilbergen, A., Vanderlinde, M., & Haerens, L. (2021). The relation between physical education teachers’ (de-) motivating style, students’ motivation, and students’ physical activity: A multilevel approach. International Journal of Environmental Research and Public Health, 18(14), 7457. doi.org/10.3390/ijerph18147457
[41] Vasconcellos, D., Parker, P., Hilland, T., Cinelli, R., Owen, K. B., Kapsal, N., Lee, J., Antczak, D., Ntoumanis, N., Ryan, R. M., & Lonsdale, C. (2019). Self-determination theory applied to physical education: A systematic review and meta-analysis. Journal of Educational Psychology, 112(7), 1444–1469. doi.org/10.1037/edu0000420
ISSN: 2014-0983
Received: 7 november 2024
Accepted: 10 january 2025
Published: 1 april 2025
Editor: © Generalitat de Catalunya Departament de la Presidència Institut Nacional d’Educació Física de Catalunya (INEFC)
© Copyright Generalitat de Catalunya (INEFC). This article is available from url https://www.revista-apunts.com/. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. The images or other third party material in this article are included in the article’s Creative Commons license, unless indicated otherwise in the credit line; if the material is not included under the Creative Commons license, users will need to obtain permission from the license holder to reproduce the material. To view a copy of this license, visit https://creativecommons.org/licenses/by-nc-nd/4.0/deed.en