Hibridación de modelos pedagógicos en educación física sobre la motivación en contextos coeducativos

Abstract

Motivation is a key element in the teaching-learning process, being fundamental to successfully achieving educational goals, especially in Physical Education sessions. This variable has been evaluated through pedagogical models (PM). PMs generate a positive impact on the satisfaction of Basic Psychological Needs (BPN) and on students’ intrinsic motivation. The aim of this research is to evaluate the effects of hybridizing the Sport Education (SE) and Teaching Games for Understanding (TGfU) pedagogical models in a soccer unit on motivation in coeducational contexts among second-year high school students at “Hermano Miguel” La Salle educational unit. The study used a quantitative, quasi- experimental approach with causal scope, without a control group, and a sample size of 30 participants aged 15-17 years. The intervention program was based on the hybridization of PMs: Sport Education (SE) and Teaching Games for Understanding (TGfU) with a duration of 18 sessions of 45 minutes each. A t-test for related samples was used to determine the significant differences between the pre- and post-test variables. The results show significant increases in BPN satisfaction and motivational regularly levels, while demotivation shows a decrease in its score, similarly, in the perception of equal treatment-discrimination in PE. Finally, the results reflected a positive impact after the intervention in men and woman.