La motivación en las clases virtuales de educación física y su impacto en la práctica de actividad física extraescolar

Abstract

Introduction: One of the subjects most affected by the pandemic is Physical Education, since this subject is essentially practical and went from being realized in large spaces, to the homes of the students. It also requires interaction between the teacher and the student to develop better knowledge acquisition and generate adequate motivation. Objective: To identify the levels of motivation generated by the teacher in the classes of virtual physical education and their impact on the practice of extracurricular physical activity Methodology: a quantitative, correlational and cross-sectional study was conducted with 328 students aged 15 to 18 years of unified general baccalaureate from the Hermano Miguel de la Salle Educational Unit, Cuenca. Two validated questionnaires were applied to learn interest and motivation for physical activity and physical education. Descriptive statistics were used using SPSS version 22. Results: 63.1% of the students indicate that there is motivation on the part of the teacher. Intrinsic motivation (23.25%) is more common in the first and third year of high school, while identified (27.42%) and external (27.42%) motivation is more frequent in the last year of high school. Second-year students show greater introjected motivation (29%) and demotivation (15.5%). They carry out physical activity for the pleasure of practicing and then for health reasons individually (64%). Conclusions: We can observe that 50.3% of the students would not attend virtual physical education classes and 49.7% would attend, this being a minimum distance. However, 83.7% of the students carry out extracurricular physical activity given the motivation of the teacher in the classes, this suggests that the motivation in the classes has a small difference, but when talking about extracurricular there is a great difference. Favor of motivation, provided by the teacher.