Impact of verbal and non-verbal communication in educational settings on perception of importance of physical education in adolescence
DOI:
https://doi.org/10.47197/retos.v62.109720Keywords:
communication, physical education, school, emotional competencies, teacher roleAbstract
Background: Physical Education (PE) is a fundamental subject in the school curriculum, which promotes the physical and social development of students by promoting healthy habits. Positive experiences in PE enables them to overcome challenges, learn to deal with frustration and develop a positive body image. These competences are fundamental for the development of personal well-being and social relations in children and adolescents. However, the perception of their importance may vary significantly among students, influenced by different factors, including classroom communication. Objectives: To analyse the influence of teachers ‘verbal and non-verbal communication in the classroom on pupils’ perception of the importance of PE. Methods: Spearman's Rho correlation test was performed to analyse the relationship between the relevance assigned to PE and the Physical Education Communication Scale (ECEF) in 960 adolescents. And the predictive model with a linear regression analysis to identify the variables that could predict the importance of PE.; Results: A positive and significant correlation is found between verbal and non-verbal communication and the importance of PE (ρ=0.215, p<0.001; (ρ=0.323, p<0.001), the higher the perception of communication in PE classes, the greater the importance attributed to PE.; Model 1 explained 15% of the variance (R² = 0.15) in the importance of PE , showing that non-verbal communication, gender and age are significant variables. Conclusions: Understanding these relationships can contribute to improve teaching practices and promote a more valued and appreciated PE among adolescents, in order to develop not only physical skills but also positive attitudes and habits towards an active and healthy lifestyle.
References
Argyle, M. (2013). Bodily Communication. Routledge.
Arnett, J. (2001). Adolescence and emerging adulthood: A cultural approach (2nd ed.). https://doi.org/10.1093/acprof:oso/9780195309379.001.0001
Ballesta, A. A., & Vernetta, M. (2022). Satisfacción e importancia de la Educación Física en centros educativos de secun-daria. Revista Iberoamericana de Ciencias de la Actividad Física y el Deporte, 11(2), Article 2. https://doi.org/10.24310/riccafd.2022.v11i2.15009
Bandura, A. (1977). Social Learning Theory. Prentice Hall.
Bandura, A. (1997). Self-efficacy: The exercise of control (pp. ix, 604). W H Freeman/Times Books/ Henry Holt & Co.
Bernate, Ph. D. J. (2021). Educación Física y su contribución al desarrollo integral de la motricidad. 16, 643-661.
Biddle, S., Ciaccioni, S., Thomas, G., & Vergeer, I. (2018). Physical activity and mental health in children and adoles-cents: An updated review of reviews and an analysis of causality. Psychology of Sport and Exercise, 42. https://doi.org/10.1016/j.psychsport.2018.08.011
Blazquez Sánchez, D. (2013). Diez Competencias Docentes Para Ser Mejor Profesor De Educación Física—- Blazquez Sánchez, Domingo—Imosver. https://www.imosver.com/es/libro/diez-competencias-docentes-para-ser-mejor-profesor-de-educacion-fisica_0010050567
Celdrán Rodríguez, A., Valero Valenzuela, A., & Sánchez Alcaraz Martínez, B. J. (2016). La importancia de la educación física en el sistema educativo. EmásF: revista digital de educación física, 43, 83-96.
Cestero, A. (2014). Comunicación no verbal y comunicación eficaz. ELUA. Estudios de Lingüística Universidad de Alicante, 28. https://doi.org/10.14198/ELUA2014.28.05
Charlina, C., Roziah, R., Ismail, S., Piliang, W. S. H., Siswanto, S., Setyawan, H., Zulbahri, Z., Darmawan, A., Shidiq, A. A. P., Eken, Ö., Pavlovic, R., Latino, F., & Tafuri, F. (2024). Effective Verbal Communication in Physical Educa-tion Learning and Sports Coaching to Improve Achievement and Health: A Systematic Review. Retos, 56, 1139-1147. https://doi.org/10.47197/retos.v56.107308
Cherland, E. (2004). The Development of Emotional Competence. The Canadian child and adolescent psychiatry review, 13(4), 121.
Deci, E., & Ryan, R. (2008). Self-Determination Theory: A Macrotheory of Human Motivation, Development, and Health. Canadian Psychology-psychologie Canadienne - CAN PSYCHOL-PSYCHOL CAN, 49. https://doi.org/10.1037/a0012801
Eccles, J. S., & Harold, R. D. (1991). Gender differences in sport involvement: Applying the eccles’ expectancy-value model. Journal of Applied Sport Psychology, 3(1), 7-35. https://doi.org/10.1080/10413209108406432
Erikson Erik H. (1950). Childhood and Society. W.w. Norton and Compny Inc. New York. http://archive.org/details/dli.ernet.19961
Ferriz Morell, R., González-Cutre Coll, D., & Sicilia Camacho, Á. (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.
Garduño Durán, J., Ruiz Omeñaca, J. V., Velázquez Callado, C., & Valero Valenzuela, A. (2023). Modelos Pedagógicos en la Educación Física y el Deporte (1.a ed.). Qartuppi. https://doi.org/10.29410/QTP.23.02
Goodway, J. D., Ozmun, J. C., & Gallahue, D. L. (2019). Understanding Motor Development: Infants, Children, Adolescents, Adults. Jones & Bartlett Learning.
Gutiérrez, L. M., Pérez, S., García-Jaén, M., & Ferriz-Valero, A. (2019). A Flipped Learning in Physical Education: Learning, Motivation And Motor Practice Time. Revista Internacional de Medicina y Ciencias de la Actividad Fisica y del Deporte, X, X.
Hagger, M. S., Wood, C., Stiff, C., & Chatzisarantis, N. L. D. (2010). Ego depletion and the strength model of self-control: A meta-analysis. Psychological Bulletin, 136(4), 495-525. https://doi.org/10.1037/a0019486
Halladay, J., Ogrodnik, M., Farag Alla, J., Sunderland, M., Gardner, L. A., & Georgiades, K. (2024). Playing for more than winning: Exploring sports participation, physical activity, and belongingness and their relationship with patterns of adolescent substance use and mental health. Drug and Alcohol Dependence, 254, 111039. https://doi.org/10.1016/j.drugalcdep.2023.111039
Herguedas, J. L. A., Aranda, A. F., Martín, M. R. R., & Dieste, S. A. (2020). La comunicación no verbal en la forma-ción del profesorado de educación física: Dificultades y limitaciones experimentadas. Revista Interuniversitaria de For-mación del Profesorado, 34(3), 155-174.
Hohepa, M., Scragg, R., Schofield, G., Kolt, G. S., & Schaaf, D. (2007). Social support for youth physical activity: Im-portance of siblings, parents, friends and school support across a segmented school day. The International Journal of Be-havioral Nutrition and Physical Activity, 4, 54. https://doi.org/10.1186/1479-5868-4-54
Lerner, R., & Steinberg, L. (2009). The Scientific Study of Adolescent Development. En Handbook of adolescent psycho-logy. https://doi.org/10.1002/9780470479193.adlpsy001002
Lluna-Ruiz, V., Alguacil, M., & González-Serrano, M. H. (2020). Análisis del disfrute con la educación física, la impor-tancia de las clases y las intenciones de práctica en estudiantes de secundaria: Comparativa por género y curso (Analysis of the enjoyment of physical education, the importance of classes and the int. Retos, 38, 719-726. https://doi.org/10.47197/retos.v38i38.76941
Macias, M. R. A.-, Ricardo, A. I. I.-, & Arbella, Y. C.-. (2019). La comunicación no verbal en la práctica de la educación física y el deporte: Non-verbal communication in the practice of physical education and sports. Revista científica espe-cializada en Ciencias de la Cultura Física y del Deporte, 16(39), 136-153.
Martínez, N. M., & Bujosa, M. C. (2014). La educación física en la consecución de la competencia social y ciudadana. RETOS. Nuevas Tendencias en Educación Física, Deporte y Recreación, 25, 180-185.
Martinez, P. D. R. E., & Amezcua, V. del C. M. (2022). Acercamiento a las metodologías activas de aprendizaje: Fases para su implementación a través de TIC’s. Voces de la educación, 7(13), Article 13.
Mondragón Barrera, M. A. (2014). Uso de la correlación de Spearman en un estudio de intervención en fisioterapia. Movimiento Científico, 8(1), 98-104.
Moreno Murcia, J. A., Cervelló Gimeno, E., & Moreno González, R. (2008). Importancia de la práctica físico-deportiva y del género en el autoconcepto físico de los 9 a los 23 años. International journal of clinical and health psychology, 8(1), 171-183.
Moreno Murcia, J. A., Huéscar Hernández, E., Peco, N., Alarcón Orozco, E., & Cervelló Gimeno, E. (2012). Desarro-llo y validación de escalas para la medida de la comunicación en Educación Física y relación con la motivación intrín-seca. Universitas psychologica, 11(3 (Julio-Septiembre de 2012)), 957-967.
Murcia, J., González-Cutre, D., & Ruiz, L. (2009). Self-Determined Motivation and Physical Education Importance. Human Movement, 10, 5-11. https://doi.org/10.2478/v10038-008-0022-7
Nunnally, J. (1994). Psychometric theory (3rd Ed.). (No Title). https://cir.nii.ac.jp/crid/1370002219408110722
Ornelas, I., Perreira, K., & Ayala, G. (2007). Parental influences on adolescent physical activity: A longitudinal study. The international journal of behavioral nutrition and physical activity, 4, 3. https://doi.org/10.1186/1479-5868-4-3
Pacholek, M., & Zemková, E. (2022). Effects of Verbal Encouragement and Performance Feedback on Physical Fitness in Young Adults. Sustainability, 14, 11. https://doi.org/10.3390/su14031753
Pate, R. R., Hillman, C., Janz, K., Katzmarzyk, P. T., Powell, K. E., Torres, A., & Whitt-Glover, M. C. (2019). Physi-cal Activity and Health in Children under 6 Years of Age: A Systematic Review. Medicine and science in sports and exer-cise, 51(6), 1282-1291. https://doi.org/10.1249/MSS.0000000000001940
Piaget, J., & Inhelder, B. (1997). Psicología del niño. Ediciones Morata.
Ramos-Jiménez, A., Wall-Medrano, A., Esparza-Del Villar, O. A., & Hernández-Torres, R. P. (2010). Validez del cues-tionario de hábitos y conductas físico-deportivas de Pierón en jóvenes del norte de México. Revista electrónica de inves-tigación educativa, 12(2), 1-16.
Roldán Jiménez, C., Fuentes Hervias, M. T., Catalán Matamoros, D., Muñoz-Cruzado y Barba, M., González González, R., Jerez Salgado, N., & Fernández Martín, F. (2013). Comunicación no verbal en la docencia. Revista Española de Comunicación en Salud, 4(1), 54-64.
Rosales Paneque, F. R. (2011). La motivación, su estudio en la Educación Física. Lecturas: Educación física y deportes, 163, 8.
Ruiz-Dodobara, F. (2005). INFLUENCIA DE LA AUTOEFICACIA EN EL ÁMBITO ACADÉMICO. Revista Digital de Investigación en Docencia Universitaria, 1, 16. https://doi.org/10.19083/ridu.1.33
Salkind, N. J. (1999). Métodos de investigación. México Prentice Hall Hispanoamericana.
Soubhi, H., Potvin, L., & Paradis, G. (2004). Family Process and Parent’s Leisure Time Physical Activity. American jour-nal of health behavior, 28, 218-230. https://doi.org/10.5993/AJHB.28.3.3
Steinberg, L. D. (2014). Age of Opportunity: Lessons from the New Science of Adolescence. Houghton Mifflin Harcourt.
Tasita, A. D. A., Shofiyah, H., Sofyan, L. H., Maulana, M. H., Saputri, S. E., Akbar, S. S. G., & Rizkyanfi, M. W. (2024). Peran Bahasa Indonesia dalam Peningkatan Komunikasi dan Interaksi dalam Pembelajaran PJOK. Jumper: Jurnal Mahasiswa Pendidikan Olahraga, 4(2), 339-347. https://doi.org/10.55081/jumper.v4i2.1770
Telama, R., Yang, X., Viikari, J., Välimäki, I., Wanne, O., & Raitakari, O. (2005). Physical activity from childhood to adulthood: A 21-year tracking study. American Journal of Preventive Medicine, 28(3), 267-273. https://doi.org/10.1016/j.amepre.2004.12.003
van Sluijs, E. M. F., Ekelund, U., Crochemore-Silva, I., Guthold, R., Ha, A., Lubans, D., Oyeyemi, A. L., Ding, D., & Katzmarzyk, P. T. (2021). Physical activity behaviours in adolescence: Current evidence and opportunities for inter-vention. Lancet (London, England), 398(10298), 429-442. https://doi.org/10.1016/S0140-6736(21)01259-9
Yates, M., & Youniss, J. (2010). Community Service and Political Identity Development in Adolescence. Journal of Social Issues, 54, 495-512. https://doi.org/10.1111/j.1540-4560.1998.tb01232.x
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Jorge Rojo-Ramos, María José García-Guillén; Antonio Castillo-Paredes; Carmen Galán-Arroyo
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and ensure the magazine the right to be the first publication of the work as licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of authorship of the work and the initial publication in this magazine.
- Authors can establish separate additional agreements for non-exclusive distribution of the version of the work published in the journal (eg, to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Is allowed and authors are encouraged to disseminate their work electronically (eg, in institutional repositories or on their own website) prior to and during the submission process, as it can lead to productive exchanges, as well as to a subpoena more Early and more of published work (See The Effect of Open Access) (in English).
This journal provides immediate open access to its content (BOAI, http://legacy.earlham.edu/~peters/fos/boaifaq.htm#openaccess) on the principle that making research freely available to the public supports a greater global exchange of knowledge. The authors may download the papers from the journal website, or will be provided with the PDF version of the article via e-mail.
