Determinant Factors of Achievement Motivation in School Physical Education
Today, it is important for physical education teachers to know students’ motivation profiles for learning. Therefore, this study aimed to analyze achievement motivation according to four variables: students’ sex, the taught sport modality, students’ experience and teaching methodology. Likewise, the...
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| Format: | Article |
| Language: | English |
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MDPI AG
2022-09-01
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| Series: | Children |
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| Online Access: | https://www.mdpi.com/2227-9067/9/9/1366 |
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| author | Juan M. García-Ceberino Sebastián Feu María G. Gamero Sergio J. Ibáñez |
| author_facet | Juan M. García-Ceberino Sebastián Feu María G. Gamero Sergio J. Ibáñez |
| author_sort | Juan M. García-Ceberino |
| collection | DOAJ |
| description | Today, it is important for physical education teachers to know students’ motivation profiles for learning. Therefore, this study aimed to analyze achievement motivation according to four variables: students’ sex, the taught sport modality, students’ experience and teaching methodology. Likewise, the effects of students’ sex and experience on the methodologies applied were analyzed. A total of 108 primary education students (10.95 ± 0.48 years), 54 boys and 54 girls, from three state schools participated in the study. The students answered the Achievement Motivation in Physical Education test (Spanish version) after participating in soccer and basketball programs based on different methodologies. Each class-group received a different educational program (soccer or basketball). The differences between the categories of the variables analyzed were calculated for each dimension of the motivational test through the Mann–Whitney U and Kruskal–Wallis H tests. The effects of students’ sex and experience on the teaching methodologies applied were analyzed using the univariate General Linear Model test. In soccer and basketball, boys perceived being more motor competent (<i>U</i> = 732.00; <i>p</i> < 0.05; <i>r</i> = 0.43) than girls. In addition, experienced students in both sports perceived being more motor competent (<i>U</i> = 695.50; <i>p</i> < 0.05; <i>r</i> = 0.27) than inexperienced students. In turn, they indicated feeling less failure anxiety and stress (<i>U</i> = 780.00; <i>p</i> < 0.05; <i>r</i> = 0.22). All of the students who played soccer reported more commitment (learning dedication) (<i>U</i> = 1051.50; <i>p</i> < 0.05; <i>r</i> = 0.20) and perceived motor competence (<i>U</i> = 972.00; <i>p</i> < 0.05; <i>r</i> = 0.24) than students who played basketball. Considering the effects of students’ sex and experience on the methodologies (perceived motor competence dimension), there were significant differences (<i>F</i> = 7.68; <i>p</i> < 0.05; <i>ηp</i><sup>2</sup> = 0.07) in favor of experienced boys who played soccer and basketball using the Tactical Games Approach methodology. Soccer was practiced more in school and out of school. This made students feel greater commitment (learning dedication) and perceived motor competence towards this invasion sport in physical education. In addition, it was shown that teachers should take into account students’ sex and experience because they are two factors that influence the teaching of sports and achievement motivation. |
| first_indexed | 2024-03-10T00:23:29Z |
| format | Article |
| id | doaj.art-232c25c977474bf3926631bc7f594043 |
| institution | Directory Open Access Journal |
| issn | 2227-9067 |
| language | English |
| last_indexed | 2024-03-10T00:23:29Z |
| publishDate | 2022-09-01 |
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| record_format | Article |
| series | Children |
| spelling | doaj.art-232c25c977474bf3926631bc7f5940432023-11-23T15:37:53ZengMDPI AGChildren2227-90672022-09-0199136610.3390/children9091366Determinant Factors of Achievement Motivation in School Physical EducationJuan M. García-Ceberino0Sebastián Feu1María G. Gamero2Sergio J. Ibáñez3Facultad de Educación y Psicología, Universidad de Extremadura, Avenida de Elvas s/n, 06006 Badajoz, SpainFacultad de Educación y Psicología, Universidad de Extremadura, Avenida de Elvas s/n, 06006 Badajoz, SpainOptimization of Training and Sports Performance Research Group (GOERD), University of Extremadura, 10003 Cáceres, SpainOptimization of Training and Sports Performance Research Group (GOERD), University of Extremadura, 10003 Cáceres, SpainToday, it is important for physical education teachers to know students’ motivation profiles for learning. Therefore, this study aimed to analyze achievement motivation according to four variables: students’ sex, the taught sport modality, students’ experience and teaching methodology. Likewise, the effects of students’ sex and experience on the methodologies applied were analyzed. A total of 108 primary education students (10.95 ± 0.48 years), 54 boys and 54 girls, from three state schools participated in the study. The students answered the Achievement Motivation in Physical Education test (Spanish version) after participating in soccer and basketball programs based on different methodologies. Each class-group received a different educational program (soccer or basketball). The differences between the categories of the variables analyzed were calculated for each dimension of the motivational test through the Mann–Whitney U and Kruskal–Wallis H tests. The effects of students’ sex and experience on the teaching methodologies applied were analyzed using the univariate General Linear Model test. In soccer and basketball, boys perceived being more motor competent (<i>U</i> = 732.00; <i>p</i> < 0.05; <i>r</i> = 0.43) than girls. In addition, experienced students in both sports perceived being more motor competent (<i>U</i> = 695.50; <i>p</i> < 0.05; <i>r</i> = 0.27) than inexperienced students. In turn, they indicated feeling less failure anxiety and stress (<i>U</i> = 780.00; <i>p</i> < 0.05; <i>r</i> = 0.22). All of the students who played soccer reported more commitment (learning dedication) (<i>U</i> = 1051.50; <i>p</i> < 0.05; <i>r</i> = 0.20) and perceived motor competence (<i>U</i> = 972.00; <i>p</i> < 0.05; <i>r</i> = 0.24) than students who played basketball. Considering the effects of students’ sex and experience on the methodologies (perceived motor competence dimension), there were significant differences (<i>F</i> = 7.68; <i>p</i> < 0.05; <i>ηp</i><sup>2</sup> = 0.07) in favor of experienced boys who played soccer and basketball using the Tactical Games Approach methodology. Soccer was practiced more in school and out of school. This made students feel greater commitment (learning dedication) and perceived motor competence towards this invasion sport in physical education. In addition, it was shown that teachers should take into account students’ sex and experience because they are two factors that influence the teaching of sports and achievement motivation.https://www.mdpi.com/2227-9067/9/9/1366experienceperceived motor competenceprimary educationsexteaching methodology |
| spellingShingle | Juan M. García-Ceberino Sebastián Feu María G. Gamero Sergio J. Ibáñez Determinant Factors of Achievement Motivation in School Physical Education Children experience perceived motor competence primary education sex teaching methodology |
| title | Determinant Factors of Achievement Motivation in School Physical Education |
| title_full | Determinant Factors of Achievement Motivation in School Physical Education |
| title_fullStr | Determinant Factors of Achievement Motivation in School Physical Education |
| title_full_unstemmed | Determinant Factors of Achievement Motivation in School Physical Education |
| title_short | Determinant Factors of Achievement Motivation in School Physical Education |
| title_sort | determinant factors of achievement motivation in school physical education |
| topic | experience perceived motor competence primary education sex teaching methodology |
| url | https://www.mdpi.com/2227-9067/9/9/1366 |
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