La cultura del esfuerzo en las clases de educación física

Abstract

One of the big challenges in current pedagogy is the construction of an effort culture. Nevertheless, behind this proposal, there are different conceptions of effort and the role that effort plays in the formative process. The purpose of this study is to tackle this issue in the physical education context using the Self-Determination Theory (Deci &Ryan, 1985) standpoint. More specifically, we set as a goal to examine the sequential movement pattern described by Vallerand (1997), Vallerand &Losier (1999) and Ntoumanis (2001), in regards to the effort perceived by students in the Primary Physical Education classrooms. The sample was composed of last cycle Primary Education students (N = 261), with ages ranging from 10 to 12 years. The structural equation model showed that the social factors predicted in a significant way the satisfaction of basic psychological needs, which, at the same time, predicted the levels of intrinsic motivation, which in turn, successively informed about the effort levels in the Physical Education class. Based on these results we draw interesting didactical conclusions for the Physical Education class.©2013 Fundación Infancia y Aprendizaje, ISSN: 1135-6405.