标题：Orientaciones de Meta y Compromiso Físico-Motor en Educación Física. Un estudio en alumnos de 4º de Educación Primaria. (Goals Orientations and Level of Motor Commitment in Physical Activity in Physical Education. A study of students in 4th of Primary Education).
期刊名称：RICYDE. Revista Internacional de Ciencias del Deporte. doi:10.5232/ricyde
印刷版ISSN：1885-3137
出版年度：2008
卷号：4
期号：11
页码：29-41
语种：Spanish
出版社：Ramón Cantó Alcaraz (Publisher)
摘要：Partiendo de estudios previos que señalan la influencia que lo realizado en la infancia y adolescencia tiene en etapas vitales posteriores respecto a hábitos de participación en actividades físicas (Pate, Dowda, Baranowski y Puhl, 1993) y la relación existente entre nivel de capacidad física, orientaciones de meta y nivel de compromiso en actividades físicas (Goudas, Biddle y Fox, 1994; Tzetis, Goudas, Kourtesis y Zisi, 2002; Vlachopoulos y Biddle, 1996), en el presente trabajo se describe un estudio que se ha llevado a cabo con alumnos de 4º de Educación Primaria en Educación Física cuyo objetivo es determinar la existencia de relaciones entre orientaciones de meta, variables condicionales físicas (nivel de capacidad física) y niveles de compromiso físico-motor en clases de Educación Física, medidas mediante el cuestionario TEOSQ, test deresistencia Shuttle-Run de 20 m y UPG (Unidad de posicionamiento global). Los resultados muestran la inexistencia de relaciones significativas entre orientación de meta y variables cinemáticas y fisiológicas, al considerar de forma global al conjunto de los sujetos. Al realizar el análisis en función del género se han encontrado relaciones significativas en el subgrupo mujeres entre la puntuación alcanzada en el factor orientación a la tarea y algunos parámetros cinemáticos y fisiológicos. Palabras clave/key words : orientaciones de meta | compromiso fisico-motor | educacion fisica | educacion primaria | goals orientations | commitment physical-motor | physical education | primary educations. Abstract Several previous studies pointed out to the influence of the experience acquired during childhood and adolescence on further vital stages, regarding the habits of taking part in physical activities, as well as therelation between physical capacity level, goal orientations and commitment level in physical activities. Therefore, in this paper we describe a study carried out with 4th-grade students in Primary Education in the Physical Education class. This study aims to determine the relations between goal orientations, physical conditional variables (physical capacity level) and physical-motor commitment level during Physical Education sessions. These factors were measured by using the TEOSQ questionnaire, the 20 m Shuttle-Run endurance test and the Global Positioning Unit (GPU). The results found showed no significant relations between goal orientation and kinematic and physiological variables, when participants were considered as a whole. However, in a gender based analysis, we found significant relations in the subgroup women between the points scored in the task orientation factor and some kinematic and physiological parameters. doi:10.5232/ricyde2008.01103 --------------------------------------------------------------------- Referencias/references Ames, C. (1992). Classrooms: goals, structure, and student motivation. Journal of Educational Psychology, 84, 261-271. doi:10.1037/0022-0663.84.3.261 Digelidis, N. & Papaioannou, A. (1999). Age-group differences in intrinsic motivation, goal orientations and perceptions of athletic competence, physical appearance and motivational climate in Greek physical education, Scandinavian Journal of Medicine & Science in Sports, 9, 375-380 doi:10.1111/j.1600-0838.1999.tb00259.x Dweck, C. S. & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95 (2), 256-273. doi:10.1037/0033-295X.95.2.256 Parcel, G.S.; Simons-Morton, B.G.; O’Hara, N.M.; Baranowski, T., Kolbe, L.J. & Bee, D.E. (1987) School promotion of healthful diet and exercise behaviour: An integration of organizational change and social learning theory interventions, Journal of School Health, 57, 150-156 doi:10.1111/j.1746-1561.1987.tb04163.x PMid:3646383 Pate, R.R.; Dowda, M.; Baranowski, T. & Puhl, J. (1993). Tracking of physical activity during early childhood, Medicine and Science in Sport and Exercise, 25, 122. doi:10.1249/00005768-199305001-00679 Sallis, J.F. & McKenzie T.L. (1991). Physical Education’s Role in Public Health, Research Quarterly for Exercise and Sport, 62, 124-137. PMid:1925034 Tzetis, G.; Goudas, M.; Kourtessis, T. & Zisi, V. (2002). The relation of goal orientations to physical activity in Physical Education, European Physical Education Review, Vol. 8 (2), 177-188. doi:10.1177/1356336X020082004 Vlachopoulos, S. & Biddle, S. (1996). Achievement goal orientations and intrinsic motivation in a track and field event in school Physical Education, European Physical Education Review, 2, 158-164 doi:10.1177/1356336X9600200207 Xiang, P.; McBride, R. & Guan, J. (2004). Children’s motivation in Elementary Physical Education: A longitudinal study, Research Quarterly for Exercise and Sport, 75 (1), 71-80. PMid:15532363 ---------------------------------------------------------------------
关键词：orientaciones de meta;compromiso fisico-motor;educacion fisica;educacion primaria;goals orientations;commitment physical-motor;physical education;primary educations
