A aplicação da teoria da autodeterminação na Educação Física: uma revisão sistemática
DOI:
https://doi.org/10.47197/retos.v69.115809Palavras-chave:
Teoria da autodeterminação, Educação Física, motivação intrínseca, motivação extrínseca, autonomiaResumo
Introdução: A Teoria da Autodeterminação (TSD) foi utilizada como lente para explorar o profundo impacto da motivação dos alunos do ensino básico e secundário nas suas experiências de aprendizagem, desempenho académico e hábitos de exercício a longo prazo. Nos últimos anos, a aplicação da TDS no âmbito da educação física tem avançado significativamente. No entanto, várias lacunas críticas permanecem por resolver: 1) os efeitos diferenciais da autonomia, competência e apoio à relação em resultados de aprendizagem específicos não foram sistematicamente quantificados; 2) o papel moderador dos contextos culturais na eficácia da TDS carece de uma análise abrangente; e 3) a sustentabilidade a longo prazo das intervenções baseadas na TDS em diversos contextos de educação física permanece pouco explorada.
Metodologia: Neste estudo, utilizámos métodos bibliométricos, seguindo o princípio PRISMA, rastreando os termos temáticos das bases de dados Web of Science, Scopus, Dialnet, Redalyc e Google Scholar e analisando um total de 105 artigos para explorar de forma abrangente os efeitos da TDS nas capacidades físicas, atividades físicas, atitudes afetivas e aprendizagem cognitiva.
Resultados: O estudo constatou que existe um amplo consenso sobre a consideração de que a motivação intrínseca afeta positivamente o comportamento, a autoidentidade, a autoperceção e a transformação do conhecimento experiencial dos alunos. Além disso, a motivação intrínseca foi fortemente associada a resultados positivos, como o desenvolvimento de competências motoras, o envolvimento em atividades físicas, atitudes emocionais e aprendizagem cognitiva. Em contraste, a regulação introjetada e externa foram associadas ao envolvimento a curto prazo, mas a uma menor adesão a longo prazo.
Discussão: A adoção de estratégias de ensino baseadas em TDS demonstrou promover ambientes favoráveis à autonomia e aumentar a motivação dos alunos. A TDS oferece um quadro teórico robusto para melhorar a pedagogia da Educação Física, informando o desenho curricular, as estratégias de ensino e os sistemas de avaliação.
Conclusões: Esta revisão analisa sistematicamente as tendências atuais de investigação e os resultados de aprendizagem em diferentes áreas, incluindo o papel da motivação na aquisição de competências e na aprendizagem cognitiva, a validade transcultural e a falta de dados longitudinais sobre intervenções baseadas em TDS, e discute possíveis desafios e perspetivas para o futuro.
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