Autonomy support, motivational climate, enjoyment and perceived competence in physical education: Impact of a hybrid teaching games for understanding/sport education unit

Resumen

The purpose of the study was to investigate the impact of a hybrid teaching games for understanding (TGfU) and sport education (SE) physical education unit on autonomy support, perceived motivational climate, enjoyment and perceived competence, in comparison to a unit delivered via a traditional direct instruction model. A crossover design was utilized. Participants were 55 students divided into two groups. One group experienced a hybrid TGfU/SE unit first, followed by a unit of direct instruction. A second group experienced the units in the opposite order. The hybrid unit was designed according to the characteristics of SE (e.g. formal competition, seasons, team identity, roles, etc.) and learning tasks were designed to integrate the pedagogical principles of TGfU. Dependent variables were measured using validated questionnaires. Results showed that regardless of the order of intervention, students in the two groups reported significantly higher mean scores in interest in athletes’ input, praise for autonomous behavior, perceived competence, and enjoyment when they were taught using the hybrid TGfU/SE unit. The results demonstrate some initial evidence that a teacher’s employment of a hybrid TGfU/SE unit can encourage students to assume responsibilities and make independent decisions, which leads to them reporting greater enjoyment and perceived competence when compared to physical education lessons delivered via a traditional direct instruction model.

Descripción

El propósito del estudio fue investigar el impacto de una unidad de educación física híbrida de enseñanza de juegos para la comprensión (TGfU) y educación deportiva (SE) en el apoyo a la autonomía, el clima motivacional percibido, el disfrute y la competencia percibida, en comparación con una unidad impartida a través de un modelo de instrucción directa tradicional. Se utilizó un diseño cruzado. Los participantes fueron 55 estudiantes divididos en dos grupos. Un grupo experimentó primero una unidad híbrida TGfU/SE, seguida de una unidad de instrucción directa. Un segundo grupo experimentó las unidades en el orden opuesto. La unidad híbrida se diseñó de acuerdo con las características de SE (por ejemplo, competencia formal, temporadas, identidad de equipo, roles, etc.) y las tareas de aprendizaje se diseñaron para integrar los principios pedagógicos de TGfU. Las variables dependientes se midieron utilizando cuestionarios validados. Los resultados mostraron que regardless of the order of intervention, students in the two groups reported significantly higher mean scores in interest in athletes’ input, praise for autonomous behavior, perceived competence, and enjoyment when they were taught using the hybrid TGfU/SE unit. The results demonstrate some initial evidence that a teacher’s employment of a hybrid TGfU/SE unit can encourage students to assume responsibilities and make independent decisions, which leads to them reporting greater enjoyment and perceived competence when compared to physical education lessons delivered via a traditional direct instruction model.

Citación

Gil-Arias, A., Claver, F., Práxedes, A., Villar, F. D., & Harvey, S. (2020). Autonomy support, motivational climate, enjoyment and perceived competence in physical education: Impact of a hybrid teaching games for understanding/sport education unit. European Physical Education Review, 26(1), 36-53. https://doi.org/10.1177/1356336X18816997