Effects of a Sport Education Model-Based Teaching Intervention on Students’ Behavioral and Motivational Outcomes within the Physical Education Setting in the COVID-19 Scenario
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Resumen
Se presenta una investigación cuasi-experimental en la que se analiza el efecto del modelo de Educación Deportiva sobre la motivación del alumnado de Educación Física.
The sport education model (SEM) has been suggested to have a positive impact on students’ motivational processes within the physical education setting. However, there is no evidence about how this methodology can affect such processes in the
unconventional scenario provoked by the COVID-19 pandemic. The aim of the present
study was to analyze the effect of a SEM-based teaching intervention on students’ basic
psychological needs (BPN), intrinsic motivation, and behavioral engagement in physical education. For this purpose, a quasi-experimental study was carried out in which
two groups of secondary students (Mage= 14.61, SD= 0.5) were taught a basketball unit
following either the SEM or traditional teaching. Previously validated questionnaires
were administered both before and after the intervention. The results showed that students following the SEM methodology significantly improved their autonomy satisfaction (MPre = 3.09 vs. Mpost = 3.63), competence satisfaction (Mpre = 3.48 vs. Mpost
= 4.17), and relatedness satisfaction (MPre = 3.79 vs. MPost = 4.43), as well as their
behavioral engagement (MPre = 4.05 vs. MPost = 4.48), while students in the control
group reported lower relatedness satisfaction after (M = 3.54) than before (M = 4.13)
the intervention. This study thus contributes to the understanding of how teaching in
a COVID-19 scenario has affected students’ motivational responses, and interesting
implications for the current situation are provided
