Presence of a Value System in the Practice of Team Sports in Students of the Physical Education Degree in Mexico
DOI:
https://doi.org/10.47197/retos.v68.109807Keywords:
sport, cooperation/opposition, values, social interaction, socialisation, Physical EducationAbstract
The value system that participants in cooperative/opposition sports take as a reference is key as a base reference for showing moral behavior in said sports practices. The acquisition of an articulated set of values is integrated into the sports socialization process. And in it, the performance of the teaching staff appears as a reference of singular relevance in relation to this issue. Therefore, this research investigated the value systems of people who study a degree in Physical Education in the context of Mexico. The study was developed with a sample of 1064 participants, using quantitative methodology based on a questionnaire. The results allowed us to determine that the participants' referents were associated with values located within the factors Personal development and fulfillment, Respect for the rules and Prosocial action. Meanwhile, those within the Personal and Team Success factor obtained lower scores. It is an axiological system coherent with an ethical perspective of sport. Regarding differences based on gender, girls showed higher results than boys in values linked to Respect for the rules, Personal achievement and, to a lesser extent, Prosocial action. Likewise, a common basis was given depending on the age group and the semester of study with significantly higher results in people over 23 years old and who were in the eighth semester in relation to those who were between 18 and 19 years old and were in the second semester, in some of the values associated with Respect for Rules, Prosocial Action and Personal Fulfillment; a fact that denotes a positive evolution during its training. Finally, and regarding the differences based on the practice of cooperation/opposition sports, it was evident that those who practice these sports extracurricularly in official competition show superior results in personal and team success. And those who do it outside of official competitions show superior results than those who do not do it in Personal Development and Fulfillment, Prosocial Action, and Personal and Team Success. These conclusions can serve as a basis for configuring educational action in the values training of future Physical Education teachers.
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