The aim of this study was to analyze the behavioral, affective and cognitive effects that an intervention based on autonomy support has in physical education classes. The sample consisted of 145 students aged between 10 and 12 (M = 10.37; SD = .68). The experimental group (n = 91) consisted of four groups (two fifth grade and two sixth) and control group (n = 54) for a fifth year and one sixth of primary education. Autonomy support, the basic psychological needs, intrinsic motivation, importance attributed to physical education and the rate of regular physical activity were measured. Before the study began, the instructor involved participated in a workshop on autonomy support. During the same he was taught the concepts advocated by the SDT motivation and behavior training to facilitate greater levels of autonomy support, in addition to lowering the driver style statements in their classes. After the intervention (21 programmed physical education classes in four months), the results showed that the experimental group experienced significant increases in autonomy, intrinsic motivation, importance of physical education, intention to do sport and regular physical activity. Autonomy support in students had positive cognitive, affective and behavioral consequences.

Resumen

El objetivo de este estudio fue analizar los efectos comportamentales, afectivos y cognitivos de una intervención basada en el soporte de autonomía en clases de educación física. La muestra estuvo compuesta por 145 estudiantes con edades comprendidas entre los 10 y 12 años (M = 10.37; SD = .68). El grupo experimental (n = 91) estuvo compuesto por cuatro grupos (dos de quinto curso y dos de sexto) y el grupo control (n = 54) por un curso de quinto y otro de sexto de educación primaria. Se midió el soporte de autonomía, las necesidades psicológicas básicas, la motivación intrínseca, la importancia atribuida a la educación física, la intención de práctica de actividad física y tasa de actividad física habitual. Antes de que el studio empezara, se llevó a cabo un seminario de soporte de autonomía con el docente. Durante el mismo se le enseñó los conceptos de motivación propugnados por la SDT y los comportamientos de formación para facilitar mayores niveles de apoyo a la autonomía, además de bajar las declaraciones de estilo controlador en sus clases. Tras la intervención (21 clases de educación física programadas en cuatro meses), los resultados mostraron incrementos significativos en el grupo experimental en autonomía, motivación intrínseca, importancia a la educación física, intención de práctica y actividad física habitual. El soporte de autonomía en los estudiantes tuvo consecuencias positivas cognitivas, afectivas y comportamentales.

http://dx.doi.org/10.5232/ricyde2016.04305

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