Assessment of the basic psychological needs in physical education according to age, gender and educational stage
DOI:
https://doi.org/10.14198/jhse.2018.133.20Keywords:
Autonomy, Perceived competence, Relationship with others, Physical education, SchoolchildrenAbstract
The aim of this study was to determine what happens to the basic psychological needs during elementary school, analysing these according to age, gender and educational stage. A total of 743 students from Primary (n = 311) and Secondary (n = 432), 333 children and 410 girls participated; Mage = 12.99, SD = 2.07. Statistically significant differences were found in the age factor in autonomy (p = .043), perceived competence (p <.001) and relation with others (p <.001). Results show a decrease in the AUT COMP and the RELAT in the passage from primary to secondary, as these variables are higher in boys than in girls. Based on these results, a reflection on the teaching practice and methodology used in these stages of PE should be made, because children have different needs and perceptions of being competent, of being autonomous and of relating to the in PE classes. Therefore, we must consider the approach of activities that do not promote excess competition, providing activities with different difficulties and different opportunities to choose the activities to be carried out, aimed at the development of these three basic psychological needs of students so that the perception of autonomy, competence and relationship, are increased.Downloads
References
Abós, A., Sevil, J., Sanz, M., & García, L. (2015). Variables motivacionales influyentes en una Unidad Didáctica de rugby: claves para la mejora de la intervención docente. Sportis Scientific Technical Journal, 1 (2), 110-128. https://doi.org/10.17979/sportis.2015.1.2.1406
Álvarez, M. S., Balaguer, I., Castillo, I., & Duda, J. L. (2009). Coach autonomy support and quality of sport engagement in young soccer players. The Spanish Journal of Psychology, 12(1), 138-148. https://doi.org/10.1017/S1138741600001554
Amado, D., Del Villar, F., Leo, F. M., Sánchez-Oliva, D., Sánchez- Miguel, P. A. & García-Calvo, T. (2014). Effect of a Multi-Dimensional Intervention Programme on the Motivation of Physical Education Students. Plos One, 9 (1), e85275. https://doi.org/10.1371/journal.pone.0085275
Ato, M., López, J.J., & Benavente, A. (2013). Un sistema de clasificación de los dise-os de investigación en psicología. Anales de Psicología, 29 (3), 1038-1059. http://dx.doi.org/10.6018/analesps.29.3.178511
Barreal-López, P., Navarro-Patón, R., & Basanta-Camiño, S. (2015). ¿Disfrutan los escolares de Educación Primaria en las clases de Educación Física? Un estudio descriptivo. Trances, 7 (4), 613-625. Retrieved from http://www.trances.es/papers/TCS%2007_4_7.pdf
Castaño-López, M. E., R. Navarro-Patón, & S. Basanta-Camiño. (2016). Estudio de la satisfacción de las necesidades psicológicas básicas de los escolares de primaria respecto a la educación física. EmásF. Revista digital de Educación Física, 39(7), 102-110. Retrieved from http://emasf.webcindario.com/Tienen_satisfechas_las%20necesidades_psicologicas_basicas_los_alumnos_de_EF.pdf
Cuevas, R., Contreras, O., Fernández, J.G. & González-Martí, I. (2014). Influencia de la motivación y el autoconcepto físico sobre la intención de ser físicamente activo. Revista Mexicana de Psicología, 31(1), 17-24. Retrieved from http://www.redalyc.org/pdf/2430/243033030003.pdf
Deci, E. & Ryan, R. (2017). Self-determination theory. Basic Psychological Needs in Motivation, Development, and Wellness. New York: The Guilford Press.
Engh, F. (2002). Why Johnny hates sports. New Hyde Park, NY: Square One Publishers.
García-Calvo, T., Sánchez, P. A., Leo, F. M., Sánchez, D., & Amado, D. (2011). Incidencia de la Teoría de Autodeterminación sobre la persistencia deportiva. Revista Internacional de Ciencias del Deporte, 25(7), 266-276. https://doi.org/10.5232/ricyde2011.02502
Gómez-Rijo, A., Hernández-Moreno, J., Martínez-Herráez, I., & Gámez-Medina, S. (2014). Necesidades Psicológicas Básicas en educación física según el género y el ciclo educativo del estudiante durante la escolaridad obligatoria. Revista de Investigación Educativa, 32 (1), 159-167. http://dx.doi.org/10.6018/rie.32.1.172311
González-Cutre, D., Sicilia, A., & Águila, C. (2011). Interplay of different contextual motivations and their implications for exercise motivation. Journal of Sport and Medicine, 10, 274- 282. Retrieved from http://www.jssm.org/vol10/n2/5/v10n2-5pdf.pdf
Granero-Gallegos, A. & Baena-Extremera, A. (2014). Predicción de la motivación autodeterminada según las orientaciones de meta y el clima motivacional en Educación Física. Retos. Nuevas tendencias en Educación Física, Deporte y Recreación, 25, 23-27. Retrieved from https://recyt.fecyt.es/index.php/retos/article/view/34469/18606
Hagger, M. (2014). An integrated multi-theory model to explain the processes of motivational transfer across contexts (doctoral thesis). University of Jyväskylä.
Lonsdale, C., Hodge, K., & Rose, E. A. (2008). The behavioral regulation in sport questionnaire (BRSQ): instrument development and initial validity evidence. Journal of Sport and Exercise Psychology, 30(3), 323-355. https://doi.org/10.1123/jsep.30.3.323
Menéndez, J.I. & Fernández-Río, J. (2018). Versión española de la escala de necesidades psicológicas básicas en educación física. Revista Internacional de Medicina y Ciencias de la Actividad Física y el Deporte, 18 (69), 119-133. Retrieved from http://cdeporte.rediris.es/revista/revista69/artversion882.pdf
Moreno, J.A. & Martínez, A. (2006). Importancia de la teoría de la autodeterminación en la práctica físico-deportiva: fundamentos e implicaciones prácticas. Cuadernos de Psicología del Deporte, 6 (2), 40-54. Retrieved from http://www.um.es/univefd/TAD.pdf
Moreno, J. A., González-Cutre, D., Chillón, M., & Parra, N. (2008). Adaptación a la educación física de la Escala de las Necesidades Psicológicas Básicas en el Ejercicio. Revista Mexicana de Psicología, 25, 295-303.Retrieved from http://www.redalyc.org/pdf/2430/243016308009.pdf
Moreno, J. A., Marzo, J. C., Martínez-Galindo, C., & Conte, L. (2011). Validación de la Escala de "Satisfacción de las Necesidades Psicológicas Básicas" y del Cuestionario de la "Regulación Conductual en el Deporte" al contexto español. Revista Internacional de Ciencias del Deporte, 7(26), 355-369. https://doi.org/10.5232/ricyde2011.02602
Moreno-Murcia, J.A., Zomeño, T., Marín, L.M., Ruiz, L.M., & Cervelló, E. (2013). Percepción de la utilidad e importancia de la educación física según la motivación generada por el docente. Revista de Educación, 362, 380-401.
Moscoso, D., Martín, M., Pedrajas, N. & Sánchez, R. (2013). Sedentarismo activo. Ocio, actividad física y estilos de vida de la juventud española. Archivos de Medicina del Deporte, 158(1), 341-347. Retrieved from http://archivosdemedicinadeldeporte.com/articulos/upload/or01_158.pdf
Navarro, R., Arufe, V., & Basanta, S. (2015). Estudio descriptivo sobre la enseñanza de los primeros auxilios por el profesorado de Educación Física en centros de Educación Primaria. Sportis Scientific Technical Journal, 1 (1), 35-52. Retrieved from http://revistas.udc.es/index.php/SPORTIS/article/view/1400/809
Navarro, R., Rodríguez, J.E. & Eirin, R. (2016). Análisis de la satisfacción de las necesidades psicológicas básicas, motivación y disfrute en Educación Física en Primaria. Sportis Scientific Technical Journal, 3 (2), 439-455.: http://dx.doi.org/10.17979/sportis.2016.2.3.1758
O'Neill, J. R., Pate, R. R. & Liese, A. D. (2011). Descriptive epidemiology of dance participation in adolescents. Research Quarterly for Exercise and Sport, 82(3), 373-380. https://doi.org/10.1080/02701367.2011.10599769
Pires, A., Cid, L., Borrego, C., Alves, J., & Silva, C. (2010). Validação preliminar de um questionário para avaliar as necessidades psicológicas básicas em Educação Física. Motricidade, 6 (1), 33-51. https://doi.org/10.6063/motricidade.6(1).157
Pulido, J.J., Sanchez-Oliva, D., Gonzalez-Ponce, I., Amado, D. & Chamoro, l. (2016). Adaptación al fútbol de la escala de necesidades psicológicas básicas en el ejercicio. Revista Iberoamericana de Psicología del Ejercicio y el Deporte. Vol. 11(2), 177-184. Retrieved from http://www.webs.ulpgc.es/riped/docs/20160201.pdf
Sánchez, J. M., & Núñez, J. L. (2007). Análisis preliminar de las propiedades psicométricas de la versión española de la Escala de Necesidades Psicológicas Básicas en el Ejercicio Físico. Revista Iberoamericana de Psicología del Ejercicio y el Deporte, 2(2), 83-92. Retrieved from https://acceda.ulpgc.es/bitstream/10553/7790/1/0537108_20072_0005.pdf
Sánchez-Oliva, D., Leo, F.M., Amado, D., Cuevas, R. & García-Calvo, T. (2013). Desarrollo y validación del cuestionario de apoyo a las necesidades psicológicas básicas en Educación Física. Motricidad: European Journal of Human Movement, 30, pp. 53-71. Retrieved from http://dialnet.unirioja.es/servlet/articulo?codigo=4775539
Soini, M., Liukkonen, J., Jaakkola, T., Leskinen, E., & Rantanen, P. (2007). Motivaatioilmasto ja viihtyminen koululiikunnassa. Liikunta ja Tiede, 44, 45-51. Retrieved from http://groups.jyu.fi/sporticus/lahteet/LAHDE_14.pdf
Standage, M., Duda J., & Ntoumanis, N. (2005). A test of self-determination theory in school physical education. British Journal of Educational Psychology, 75, 411-433. https://doi.org/10.1348/000709904X22359
Taylor, I., Ntoumanis, N., Standage, M., & Spray, C. (2010). Motivational predictors of physical education students' effort, exercise intentions, and leisure-time physical activity: A multilevel linear growth. Human Kinetics, 32 (1), 99-120. https://doi.org/10.1123/jsep.32.1.99
Vallerand, R. & Lalande, D. (2011). The MPIC Model: The perspective of the hierarchical model of intrinsic and extrinsic motivation. Psychological Inquiry, 22, 45-51. http://dx.doi.org/10.1080/1047840X.2011.545366
Vlachopoulos, S. P., & Michailidou, S. (2006). Development and initial validation of a measure of autonomy, competence, and relatedness in exercise: The Basic Psychological Needs in Exercise Scale. Measurement in Physical Education and Exercise Science, 10, 179-201. https://doi.org/10.1207/s15327841mpee1003_4
Vlachopoulos, S. P., Katartzi, E. S., & Kontou, M. G. (2011). The Basic Psychological Needs in Physical Education Scale. Journal of Teaching in Physical Education, 30, 263-280. http://dx.doi.org/10.1080/1091367X.2013.872106
Vlachopoulos, S. P., Ntoumanis, N., & Smith, A. L. (2010). The basic psychological needs in exercise scale: Translation and evidence for cross‐cultural validity. International Journal of Sport and Exercise Psychology, 8(4), 394-412. https://doi.org/10.1080/1612197X.2010.9671960
Wilson, P. M., Rogers, W. T., Rodgers, W. M., y Wild, T. C. (2006). The psychological need satisfaction in exercise scale. Journal of Sport and Exercise Psychology, 28(3), 231-251. https://doi.org/10.1123/jsep.28.3.231
Downloads
Statistics
Published
How to Cite
Issue
Section
License
Copyright (c) 2018 Journal of Human Sport and Exercise
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Each author warrants that his or her submission to the Work is original and that he or she has full power to enter into this agreement. Neither this Work nor a similar work has been published elsewhere in any language nor shall be submitted for publication elsewhere while under consideration by JHSE. Each author also accepts that the JHSE will not be held legally responsible for any claims of compensation.
Authors wishing to include figures or text passages that have already been published elsewhere are required to obtain permission from the copyright holder(s) and to include evidence that such permission has been granted when submitting their papers. Any material received without such evidence will be assumed to originate from the authors.
Please include at the end of the acknowledgements a declaration that the experiments comply with the current laws of the country in which they were performed. The editors reserve the right to reject manuscripts that do not comply with the abovementioned requirements. The author(s) will be held responsible for false statements or failure to fulfill the above-mentioned requirements.
This title is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International license (CC BY-NC-ND 4.0).
You are free to share, copy and redistribute the material in any medium or format. The licensor cannot revoke these freedoms as long as you follow the license terms under the following terms:
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
NonCommercial — You may not use the material for commercial purposes.
NoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.
No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Notices:
You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation.
No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.
Transfer of Copyright
In consideration of JHSE’s publication of the Work, the authors hereby transfer, assign, and otherwise convey all copyright ownership worldwide, in all languages, and in all forms of media now or hereafter known, including electronic media such as CD-ROM, Internet, and Intranet, to JHSE. If JHSE should decide for any reason not to publish an author’s submission to the Work, JHSE shall give prompt notice of its decision to the corresponding author, this agreement shall terminate, and neither the author nor JHSE shall be under any further liability or obligation.
Each author certifies that he or she has no commercial associations (e.g., consultancies, stock ownership, equity interest, patent/licensing arrangements, etc.) that might pose a conflict of interest in connection with the submitted article, except as disclosed on a separate attachment. All funding sources supporting the Work and all institutional or corporate affiliations of the authors are acknowledged in a footnote in the Work.
Each author certifies that his or her institution has approved the protocol for any investigation involving humans or animals and that all experimentation was conducted in conformity with ethical and humane principles of research.
Competing Interests
Biomedical journals typically require authors and reviewers to declare if they have any competing interests with regard to their research.
JHSE require authors to agree to Copyright Notice as part of the submission process.
