Los niveles de valor de los estudiantes de secundaria en relación con la educación física y las actividades deportivas
Barra lateral del artículo
Contenido principal del artículo
Resumen
El objetivo del presente estudio fue comprender el nivel de valor de los estudiantes de secundaria respecto de la educación física y las actividades lectivas deportivas, y comprender si ese valor difiere significativamente según el sexo, la participación en deportes escolares, la participación en clubes deportivos y el grado. En un análisis combinado, los estudiantes demostraron aprecio por los cinco ítems centrados en el cuestionario (éxito, respeto, cultura y unidad nacional, espíritu deportivo y cultura deportiva), indicando valores alrededor de 4 sobre 5. En el análisis de sexo, solo la intensidad diferían, siendo el orden de valoración el mismo, siendo el respeto el más alto, seguido de cerca por el éxito y el espíritu deportivo en último lugar. Aquellos que participaban activamente en deportes tendían a valorar más el éxito, mientras que los que no participaban valoraban más el respeto. Sólo a los 11 años se priorizó el éxito sobre el respeto. Las posiciones del tercer al quinto lugar en términos de valoración se mantuvieron constantemente en el orden: cultura y unidad nacional, cultura deportiva y espíritu deportivo. La clase de Educación Física puede resultar muy enriquecedora a la hora de desarrollar valores en los estudiantes fomentando situaciones de resolución de problemas que estimulen la reflexión. Por lo tanto, no basta con participar en la clase; el profesor debe crear activamente estas situaciones y fomentar el diálogo.
Palabras clave:
Descargas
Detalles del artículo
Citas
Beni, S., Fletcher, T., & Ní Chróinín, D. (2017). Meaningful Experiences in Physical Education and Youth Sport: A Review of the Literature. Quest, 69(3), 291–312. https://doi.org/10.1080/00336297.2016.1224192
Bronikowska, M., Korcz, A., Pluta, B., Krzysztoszek, J., Ludwiczak, M., Łopatka, M., Wawrzyniak, S., Kowalska, J. E., & Bronikowski, M. (2019). Fair Play in Physical Education and Beyond. Sustainability, 11(24), 7064. https://doi.org/10.3390/su11247064
Carvalho, A. dos S., Abdalla, P. P., Silva, N. G. F. da, Garcia Júnior, J. R., Mantovani, A. M., & Ramos, N. C. (2021). Exercício Físico e Seus Benefícios Para a Saúde Das Crianças: Uma Revisão Narrativa. Centro de Pesquisas Avançadas Em Qualidade de Vida, 1(V13N1), 1–16. https://doi.org/10.36692/v13n1-7r
Cid, L. F. (2002). Alteração dos motivos para a prática desportiva das crianças e jovens. Educación Física y Deportes, Revista Digital, 8(55).
Cronin, L. D., & Allen, J. (2018). Examining the relationships among the coaching climate, life skills development and well-being in sport. International Journal of Sports Science & Coaching, 13(6), 815–827. https://doi.org/10.1177/1747954118787949
Eccles, J. S., & Harold, R. D. (1991). Gender differences in sport involvement: Applying the eccles’ expectancy-value model. Journal of Applied Sport Psychology, 3(1), 7–35. https://doi.org/10.1080/10413209108406432
Eime, R. M., Casey, M. M., Harvey, J. T., Sawyer, N. A., Symons, C. M., & Payne, W. R. (2015). Socioecological factors potentially associated with participation in physical activity and sport: A longitudinal study of adolescent girls. Journal of Science and Medicine in Sport, 18(6), 684–690. https://doi.org/10.1016/j.jsams.2014.09.012
Fairclough, S., & Stratton, G. (2005). “Physical education makes you fit and healthy”. Physical education’s contribution to young people’s physical activity levels. Health Education Research, 20(1), 14–23. https://doi.org/10.1093/her/cyg101
Fasting, K. (2005). In Sport and Women. In Women and sport in Norway (pp. 31–50). Routledge.
Gill, D. L. (2002). Advances in sport psychology. In T. Horn (Ed.), Gender and sport behavior (pp. 355–375). Human Kinetics.
Ginanjar, A., Suherman, A., Juliantine, T., & Hidayat, Y. (2019). Sports orientation during learning team or individual sports using a sport education model. Jurnal Cakrawala Pendidikan, 38(2), 377–386. https://doi.org/10.21831/cp.v38i2.24021
Graupensperger, S. A., Jensen, C. J., & Evans, M. B. (2018). A meta-analytic review of studies using the Prosocial and Antisocial Behavior in Sport Scale: Associations among intergroup moral behaviors. Sport, Exercise, and Performance Psychology, 7(2), 186–204. https://doi.org/10.1037/spy0000121
Halstead, J. M., & Taylor, M. J. (2000a). Learning and Teaching about Values: A review of recent research. Cambridge Journal of Education, 30(2), 169–202. https://doi.org/10.1080/713657146
Hansen, D. T. (1992). The Emergence of a Shared Morality in a Classroom. Curriculum Inquiry, 22(4), 345–361. https://doi.org/10.1080/03626784.1992.11075412
Hodge, K., & Lonsdale, C. (2011). Prosocial and Antisocial Behavior in Sport: The Role of Coaching Style, Autonomous vs. Controlled Motivation, and Moral Disengagement. Journal of Sport and Exercise Psychology, 33(4), 527–547. https://doi.org/10.1123/jsep.33.4.527
Izquierdo, C., & Anguera, M. T. (2021). The Analysis of Interpersonal Communication in Sport From Mixed Methods Strategy: The Integration of Qualitative-Quantitative Elements Using Systematic Observation. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.637304
Januário, N., Colaço, C., Rosado, A., Ferreira, V., & Gil, R. (2012). Motivação para a prática desportiva nos alunos do ensino básico e secundário: Influência do género, idade e nível de escolaridade. Motricidade, 8(4), 38–51.
Klomsten, A. T., Marsh, H. W., & Skaalvik, E. M. (2005). Adolescents’ Perceptions of Masculine and Feminine Values in Sport and Physical Education: A Study of Gender Differences. Sex Roles, 52(9–10), 625–636. https://doi.org/10.1007/s11199-005-3730-x
Kowalska, J. E. (2015). Fair play i faul play w świadomości uczniów Greig City Academy w Londynie= Awareness of fair play and foul play among the students of Greig City Academy in London. Journal of Education, Health and Sport, 5(8), 457–473.
Lee, M. J., Whitehead, J., & Balchin, N. (2000). The measurement of values in youth sport: Development of the Youth Sport Values Questionnaire. Journal of Sport and Exercise Psychology, 22(4), 307–326.
Lima, R. F., Clemente, F. M., & Vale, R. F. (2018). Attitudes toward physical education in Portuguese schools: Middle and high school students. Human Movement, 19(4), 64–70. https://doi.org/10.5114/hm.2018.77327
Mantovani, T. V. L., Maldonado, D. T., & Freire, E. D. S. (2021). The relationship between health and school physical education: An integrative review. Movimento, 27, 1–23. https://doi.org/10.22456/1982-8918.106792
Nascimento, F. E. de M., Paiva, M. R. F., Frota, R. C., & Sousa, M. H. A. (2021). A relação família e escola no processo educativo. Oikos: Família e Sociedade Em Debate, 32(2), 1–24. https://doi.org/10.31423/oikos.v32i2.11824
Milli Eğitim Bakanlığı (Ministry of Education) (2023). Öğrenci Sayıları (Number of Students). https://istatistik.meb.gov.tr/
Naul, R., Binder, D., Rychtecky, A., & Culpan, I. (2017). Olympic Education. An International Review (1st ed.). Routledge, Taylor Francis Group.
Opstoel, K., Chapelle, L., Prins, F. J., De Meester, A., Haerens, L., van Tartwijk, J., & De Martelaer, K. (2020). Personal and social development in physical education and sports: A review study. European Physical Education Review, 26(4), 797–813. https://doi.org/10.1177/1356336X19882054
Özge Pekel, A. (2023). Fair play perception in early adolescent sedentary children. International Journal of Education Technology and Scientific Researches. https://doi.org/10.35826/ijetsar.605
Pfister, G. (1993). Appropriation of the environment, motor experiences and sporting activities of girls and women. International Review for the Sociology of Sport, 28, 159–171.
Ramadan, G., Mulyana, N., Iskandar, D., Juniarti, Y., & Hardiyanti, W. E. (2020). Physical Education for Early Childhood: The Development of Students’ Motor in Athletics Basic Motion. Proceedings of the 4th International Conference on Sport Science, Health, and Physical Education (ICSSHPE 2019). https://doi.org/10.2991/ahsr.k.200214.023
Van Boekel, M., Bulut, O., Stanke, L., Palma Zamora, J. R., Jang, Y., Kang, Y., & Nickodem, K. (2016). Effects of participation in school sports on academic and social functioning. Journal of Applied Developmental Psychology, 46, 31–40. https://doi.org/10.1016/j.appdev.2016.05.002
Wagnsson, S., & Patriksson, G. (2013). Causes and consequences of dropping out from organized youth sports. Swedish Journal of Sport Research, 2(1), 26–54.
Wright, L. (1987). Physical education and moral education. Journal of Philosophy of Education, 93–102.
Yucekaya, M. A., Sagin, A. E., & Gullu, M. (2022). Beden Eğitimi ve Spor Dersi Lise Değer Ölçeği: Geçerlik ve Güvenilirlik Çalışması (Physical Education and Sports Class High School Value Scale: Validity and Reliability Study). Spor Bilimleri Araştırmaları Dergisi (Journal of Sport Sciences Researches), 7(2), 252–266. https://doi.org/10.25307/jssr.1084287