Effect of a teaching intervention on motivation, enjoyment, and importance given to Physical Education

• Autor(a) principal: Moreno-Murcia,Juan Antonio
• Data de Publicação: 2019
• Outros Autores: Hernández,Elisa Huéscar
• Tipo de documento: Artigo
• Idioma: eng
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: http://scielo.pt/scielo.php?script=sci_arttext&pid=S1646-107X2019000200003
• topic: social development; early adolescence; education/school; intervention/prevention; positive youth development

This study sought to analyze how creating a task-oriented motivational climate through intervention affects various motivational variables, enjoyment, and the importance people attribute to physical education. A sample of sixth-grade elementary school students was used. Ages ranged from 11 to 12 years-old (M = 11.53, SD = .50). Groups were divided into an experimental group (n = 20), where a task-oriented climate was transmitted, and a control group (n = 20) that received no manipulation. A multivariate analysis of variance (MANOVA) was conducted on the data collected at the pretest. To detect intra-group differences between pre and posttest measures, a t-test for related samples was conducted in each group. Results revealed that the experimental group improved significantly more than the control group in social responsibility and social relationship goals, and scored higher on approach-mastery goals, basic psychological needs, intrinsic motivation, enjoyment, and importance attributed to physical education. They also exhibited lower external regulation and amotivation. The control group, conversely, had significantly lower intrinsic motivation posttest than the experimental group. We discuss the importance of transmitting a task-oriented motivational climate in physical education to accomplish positive motivational effects that favor enjoyment and interest in physical education.