Analysis of two pedagogical models on the motivation climate in high school Physical Education through rugby tag
DOI:
https://doi.org/10.47197/retos.v66.109358Keywords:
Hybridization of pedagogical models, physical activity, sport education, traditional approachAbstract
Introduction: the implementation of new pedagogical models has been the subject of extensive research in recent years.
Objective: to assess the effect that the application of the sports education model (SEM) had on a rugby tag teaching unit (TU) on the motivational climate of the class (MCC) in students of first year of Bachillerato in comparison with the task assignment methodology (TAM).
Methodology: in this quasi-experimental study, variables related to the task-oriented motivational climate and the ego-oriented motivational climate were analyzed. The Peer Motivational Climate in Youth Sport Questionnaire (PeerMCYSQ), adapted to Spanish, was used. A total of 105 students (64 female and 41 male) from two public schools were randomly assigned to either the TAM group or the SEM group, with also a control group at each institution. The number of SEM sessions was reduced from 21 to 8 in order to make its application more feasible within the educational context.
Results: the results did not show significant improvements in the MCC when applying the SEM, although improvements were observed in three variables within the TAM group.
Discussion: the reduction in the number of sessions compared to the original SEM model may have influenced the results obtained.
Conclusions: carrying out a higher number of sessions into the SEM could help to obtain significant improvements in MCC. If it is not feasible to implement the full model within a TU in the educational context, it could be applied transversally or through hybridization of models.
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