Presentación de las tareas por el profesor, necesidades psicológicas y vitalidad subjetiva en alumnos de educación física

Abstract

Tomando como base la teoría de las necesidades psicológicas básicas (Deci y Ryan, 2002), en este estudio se examinó si la percepción que tiene el alumno de la presentación de las tareas por parte del profesor predice la satisfacción de las necesidades psicológicas básicas, y éstas a su vez predicen el bienestar (vitalidad subjetiva) de los alumnos en la sesión de educación física. La muestra estuvo compuesta por 515 niños (272 hombres [M = 11.28 años; DT = .49] y 243 mujeres [M = 11.36 años; DT = .48]) estudiantes de sexto grado de primaria (M = 11.32; DT = .48), que cumplimentaron los instrumentos que evaluaban las variables del estudio. Los resultados del análisis de ecuaciones estructurales indicaron que la presentación de las tareas actuó como predictor positivo de la satisfacción de las necesidades psicológicas básicas, y que éstas a su vez predijeron positivamente la vitalidad subjetiva. Los análisis de mediación indicaron que la satisfacción de las necesidades psicológicas básicas medió parcialmente la relación entre la percepción que tiene el alumno de la presentación de las tareas por el profesor y el bienestar psicológico de los alumnos de educación física.

Quality of the Physical Education Teacher’s Instruction in the Perspective of Self-Determination

“…Therefore, it is particularly relevant to study the factors involved in optimal development and health in this context. In this study, and in accordance with previous studies that have found that quality in the presentation of tasks (Tristán et al, 2019) and corrective feedback are perceived as legitimate by students (Vergara-Torres et al, 2020), we consider that there may be a positive relationship between both variables, which, in turn, will have an impact on the satisfaction of psychological needs and greater perceptions of vitality in students. Taking all the above into account, the aim of this paper is to analyze a model that associates the relationships between task presentation and corrective feedback as variables associated with the teacher, and the legitimate perception of such feedback, the satisfaction of the three basic psychological needs and subjective vitality, as variables related to the students in the physical education class (see Figure 1).…”

“…Quality task presentation and corrective feedback are among the most important behaviors in the instructional process in the context of physical education (Hall et al, 2011) and are variables that can be considered as predictors of pedagogical effectiveness (Hall et al, 2011;Rink, 2019). Therefore, it is important for the teacher to develop the ability to present tasks in a way that allows students to feel able to begin to engage in learning tasks (Garza-Adame et al, 2017;Tristán et al, 2019) and to provide corrective feedback that allows students to maintain a sense of confidence in improving their own mistakes. In this way, feelings of incompetence in the tasks they perform will be avoided, even though the corrective feedback contains information of poor performance (Mouratidis et al, 2010;Vergara-Torres et al, 2020).…”

“…Self-determination Theory also states that contextual factors (i.e., the physical education class) can influence personal factors (i.e., the satisfaction or frustration of basic psychological needs) and these, in turn, can influence the physical, psychological, and social well-being or discomfort (i.e., vitality, positive or negative effect, and life satisfaction) of students (Ryan and Deci, 2017). Through their instruction in the classroom, teachers can promote the satisfaction of basic psychological needs, and thus they can improve their students' perception of well-being (Sierens et al, 2009;Curran and Standage, 2017;Tristán et al, 2019;Vergara-Torres et al, 2020).…”

“…Both cases relate to the social context and are associated with the autonomy-supportive and relationship-supportive style (Sierens et al, 2009;Curran et al, 2013;Haerens et al, 2013;Curran and Standage, 2017) of the teacher; as well as the satisfaction and frustration of basic psychological needs, engagement and disaffection (Curran et al, 2013;Curran and Standage, 2017), and self-regulated learning of the students (Sierens et al, 2009). Previously, other studies have analyzed the relationship between task presentation (Tristán et al, 2019) and corrective feedback (Vergara-Torres et al, 2020) with the satisfaction of psychological needs and subjective vitality as an indicator of well-being in physical education students under the SDT. However, it seems to be unclear whether teachers who are able to deliver quality task presentations are also able to give corrective feedback that, far from hindering the satisfaction of psychological needs, favors it.…”

Exploração de um modelo de segunda ordem da Versão Portuguesa da Basic Psychological Needs in Exercise Scale (BPNESp): validade do constructo e invariância

“…Edmunds, Ntoumanis, & Duda, 2006, 2008Hagger & Chatzisarantis, 2008;Markland & Tobin, 2010;Rodrigues et al, 2018;Rodrigues et al, 2019;Rodrigues et al, 2020) e na educação física (e.g. Ntoumanis, 2001Ntoumanis, , 2005Standage, Gillison, & Treasure, 2007;Tristán et al, 2019).…”