Zobrazit v EDS

Dominio psicológico de la alfabetización motriz: relación entre competencia percibida, motivación y disfrute de las clases de Educación Física.

Uloženo v:
Podrobná bibliografie
Název: Dominio psicológico de la alfabetización motriz: relación entre competencia percibida, motivación y disfrute de las clases de Educación Física. (Spanish)
Alternate Title: Psychological domain of physical literacy: relationship between perceived competence, motivation, and enjoyment of Physical Education classes. (English)
Autoři: Candia-Cabrera, Paulina, Martinez-Lopez, Nicolas, Castro-Astete, Claudia, Moreno-Molina, Soffia, Novoa-Morales, Sebastian, Parada-Diaz, Javiera, Espina-Teillier, Natalia, Carcamo-Oyarzun, Jaime
Zdroj: Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación; dic2025, Vol. 73, p439-449, 11p
Témata: MOTIVATION (Psychology), PHYSICAL education, CONSTRUCTIVISM (Psychology), SOCIOECONOMIC status, MOTOR ability, GENDER differences (Sociology), SATISFACTION, COGNITION
Abstract (English): Introduction: This study explores the relationship between key psychological variables of Physical Literacy, such as perceived motor competence (PMC), motivation, and enjoyment in Physical Education (PE) classes, and how these differ by gender and socio-economic status. Methodology: 707 Chilean fifth and sixth-grade primary school students, categorized according to the School Vulnerability Index, participated in the study. Validated questionnaires were administered to measure PMC (object control and self-movement), motivation, and enjoyment in PE. Results: The results show significant correlations between PMC, motivation, and enjoyment. In general, students with higher PMC tend to show more self-determined motivation and enjoyment in PE. Boys perceive themselves to be more competent in object control activities, while girls excel in self-movement. No gender differences were found in enjoyment, but boys reported greater external motivation and demotivation. In terms of socio-economic level, students with lower school vulnerability presented higher levels of PMC in object control, higher intrinsic motivation, and lower demotivation. They also reported greater enjoyment in PE. Discussion: These findings suggest that the social and economic environment influences the psychological domain of Physical Literacy, possibly due to differential access to extracurricular physical experiences. Conclusions: PMC, motivation, and enjoyment are fundamental volitional factors for the promotion of physical activity throughout life, and should be considered in school-based interventions, especially in contexts of high vulnerability and with a gender equity focus. [ABSTRACT FROM AUTHOR]
Abstract (Spanish): Introducción: Este estudio explora la relación entre variables psicológicas clave de la Alfabetización Motriz (AM), como la competencia motriz percibida (CMP), la motivación y el disfrute en clases de Educación Física (EF), y cómo estas difieren según sexo y nivel socioeconómico. Metodología: Participaron 707 estudiantes chilenos de quinto y sexto año de educación primaria, categorizados según el Índice de Vulnerabilidad Escolar. Se aplicaron cuestionarios validados para medir CMP (control de objetos y del cuerpo), motivación y disfrute en EF. Resultados: Los resultados muestran correlaciones significativas entre CMP, motivación y disfrute. En general, los estudiantes con mayor CMP tienden a mostrar motivación más autodeterminada y mayor disfrute en EF. Además, los niños se perciben más competentes en actividades de control de objetos, mientras que las niñas se destacan en el control del cuerpo. No se encontraron diferencias por sexo en el disfrute, pero los niños reportaron mayor motivación externa y desmotivación. En cuanto al nivel socioeconómico, los estudiantes con menor vulnerabilidad escolar presentaron mayores niveles de CMP en control de objetos, mayor motivación intrínseca y menor desmotivación. También reportaron mayor disfrute en EF. Discusión: Estos hallazgos sugieren que el entorno social y económico influye en el desarrollo del dominio psicológico de la AM, posiblemente debido al acceso diferencial a experiencias físicas extracurriculares. Conclusiones: Se concluye que la CMP, la motivación y el disfrute son factores volitivos fundamentales para la promoción de la actividad física a lo largo de la vida, y deben ser considerados en intervenciones escolares, especialmente en contextos de alta vulnerabilidad y con enfoque de equidad de género. [ABSTRACT FROM AUTHOR]
Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Databáze: Complementary Index
Popis
Abstrakt:Introduction: This study explores the relationship between key psychological variables of Physical Literacy, such as perceived motor competence (PMC), motivation, and enjoyment in Physical Education (PE) classes, and how these differ by gender and socio-economic status. Methodology: 707 Chilean fifth and sixth-grade primary school students, categorized according to the School Vulnerability Index, participated in the study. Validated questionnaires were administered to measure PMC (object control and self-movement), motivation, and enjoyment in PE. Results: The results show significant correlations between PMC, motivation, and enjoyment. In general, students with higher PMC tend to show more self-determined motivation and enjoyment in PE. Boys perceive themselves to be more competent in object control activities, while girls excel in self-movement. No gender differences were found in enjoyment, but boys reported greater external motivation and demotivation. In terms of socio-economic level, students with lower school vulnerability presented higher levels of PMC in object control, higher intrinsic motivation, and lower demotivation. They also reported greater enjoyment in PE. Discussion: These findings suggest that the social and economic environment influences the psychological domain of Physical Literacy, possibly due to differential access to extracurricular physical experiences. Conclusions: PMC, motivation, and enjoyment are fundamental volitional factors for the promotion of physical activity throughout life, and should be considered in school-based interventions, especially in contexts of high vulnerability and with a gender equity focus. [ABSTRACT FROM AUTHOR]
ISSN:15791726
DOI:10.47197/retos.v73.116842