Impacto de las conductas docentes en Educación Física sobre la intención de practicar actividad física y las necesidades psicológicas básicas del alumnado
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- Zilia Villafaña-Samper+−
- Javier García-Cazorla+−
- Carlos Mayo-Rota+−
- Diego Esteban-Torres+−
- Ángel Abós+−
DOI:
https://doi.org/10.17979/sportis.2026.12.2.12787Resumen
La alta tasa de inactividad física durante la adolescencia convierte a la Educación Física en un contexto clave para la promoción de hábitos saludables. En este proceso, el profesorado desempeña un papel esencial a través de los estilos motivacionales que utiliza en sus clases. Tomando como referencia la Teoría de la Autodeterminación y el modelo circular, este estudio tuvo como objetivo analizar en qué medida los estilos motivacionales docentes influyen en la satisfacción y frustración de la autonomía y competencia del alumnado, y cómo estas variables predicen su intención de ser físicamente activo. Se empleó un diseño transversal, con una muestra de 260 estudiantes de entre 12 y 18 años (Medad = 14.54; DT = 1.28; 51.5% chicas). Los hallazgos destacaron la importancia de que el profesorado utilice estrategias de apoyo a las necesidades psicológicas básicas, especialmente conductas participativas, y evite conductas de amenaza, como las demandantes, dominadoras y de abandono, para facilitar la satisfacción de la competencia y prevenir la frustración de la autonomía en el alumnado, generando finalmente un estilo de vida más activo del alumnado. Por tanto, resulta esencial formar al profesorado en conductas participativas, y minimizar el uso de conductas de amenaza a las necesidades, por el efecto que tienen en la intención de práctica de actividad física en el alumnado.
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