La Educación Física se encuentra en una posición privilegiada para generar hábitos de actividad física saludables y perdurables en jóvenes. En este contexto, la satisfacción de las variables psicológicas de competencia, autonomía, relación y novedad puede ser clave para que los estudiantes tengan experiencias positivas que desencadenen en un alto nivel de compromiso hacia la actividad física. El objetivo de esta investigación fue analizar el efecto de un programa de concienciación hacia la discapacidad en educación física sobre las variables psicológicas en los participantes. El estudio adoptó un diseño cuasi-experimental, sin grupo control y con medidas pre- y post-test. Un total de 312 estudiantes entre 11 y 18 años participaron en la investigación (174 varones y 138 mujeres). Los resultados mostraron un aumento en los valores de las variables autonomía y novedad tras la aplicación del programa. Por el contrario, la relación disminuyó significativamente. No se encontraron diferencias en las variables competencia y compromiso. En conclusión, se deberían seguir mejorando y aplicando programas que fomenten la educación física inclusiva con la finalidad de mejorar la motivación de los estudiantes y, por ende, su adherencia a la actividad física. Abstract: Physical Education is in an outstanding position to generate lasting physical activity habits in young people. In this context, the satisfaction of the psychological variables of competence, autonomy, relatedness and novelty can be crucial for students to have positive experiences and a high level of commitment towards physical activity. The objective of this research was to analyze the effects of an awareness program towards disabilities in physical education on the aforementioned psychological variables. The study adopted a quasi-experimental design, without control group, with pre- and post-test measures. A total of 312 students aged between 11 and 18 years of age participated in the research (174 males and 138 females). Results showed an increase in the values of the variables autonomy and novelty after the application of the program. On the other hand, the variable relatedness decreased significantly. No differences were found between the variables competence and commitment. In conclusion, programs that promote inclusive physical education should be further improved and implemented with the aim of improving students' motivation and thus their adherence to physical activity.
In Spain, wheelchair basketball competition is well developed and structured; however, reverse integration is not allowed. This study aimed to describe and synthesize the perceptions of Spanish wheelchair stakeholders (players, coaches, referees, and club managers). A mixed-method approach was used, utilizing an ad hoc survey questionnaire (n = 49) and three focus groups (n = 12). Quantitative and qualitative data were interpreted using a triangulation strategy, meaning that both sources of data were combined and analyzed. From the thematic content analysis, two main themes and several subthemes emerged: social context (audience attraction and economic impact, utility and logistics, and promoting inclusion) and sport context (grassroots and elite level). Some reservations at elite level were also reported. From the perspective of the stakeholders explored in this study, reverse integration appears to be well suited for implementation within the Spanish wheelchair basketball framework at all levels.
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