Can the Sport Education Model promote gender equality, motivational processes and student engagement in Physical Education?
DOI:
https://doi.org/10.47197/retos.v46.92812Keywords:
Enseñanza, Igualdad, Implicación, Modelos Pedagógicos, Novedad (Teaching, Equality, Involvement, Pedagogical Models, Novelty)Abstract
The educational environment is established as the context where students, regardless of their gender, have equal opportunities to practice sport. The aim of this study was to analyse the impact of a didactic unit in Physical Education (PE) of Ultimate Frisbee through the Sports Education Model (SEM) on psychosocial variables of high school students, as well as to examine possible differences according to gender. A quasi-experimental pre-post design was developed with a single experimental group. The intervention lasted 9 classes of 2 hours each. The participants (n = 85; 47 boys and 38 girls; Mage = 16.72, SD = 0.75) belonged to a secondary school. The variables of perceived inequality and gender difference, satisfaction and frustration of the need for novelty, intrinsic motivation, demotivation, as well as behavioural and emotional involvement were measured. Significantly lower values were found for perceived inequality and gender difference, frustration of the need for novelty and demotivation, and significantly higher values for satisfaction of novelty and behavioural and emotional involvement. In addition, significant differences were found between boys and girls in perceptions of inequality and gender difference. This study suggests that this pedagogical model could be useful as a strategy to promote an inclusive educational environment, with equal conditions among students, and that girls can feel in an environment where they can enhance their skills and change their perception of PE.
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