出版社：Foro para la EF y el Deporte de Castilla y León, Spain.
摘要：El objetivo de este estudio fue evaluar la eficacia de una intervenci¨®n en una unidad did¨¢ctica de voleibol en Educaci¨®n F¨ªsica sobre distintas variables motivacionales situacionales con dos niveles de intervenci¨®n. Un primer nivel aplicando estrategias generales relativas a las ¨¢reas TARGET (Ames, 1992), y un segundo nivel de intervenci¨®n desarrollando metodol¨®gicamente el uso de los Teaching Games for Understanding (Bunke, y Thorpe, 1982). En el estudio participaron 61 alumnos de 4o curso de Educaci¨®n Secundaria Obligatoria, en una unidad did¨¢ctica completa. En el grupo experimental (n= 41) se aplic¨® una intervenci¨®n espec¨ªfica, mientras que en el grupo control (n= 20) no hubo ning¨²n tipo de manipulaci¨®n, con un enfoque m¨¢s tradicional de ense.anza. Los instrumentos utilizados midieron el clima motivacional, soporte de autonom¨ªa, necesidades psicol¨®gicas b¨¢sicas y motivaci¨®n autodeterminada. Los resultados mostraron en el grupo experimental, respecto al grupo control, una mayor percepci¨®n del clima tarea, mayor soporte de autonom¨ªa, mayor satisfacci¨®n de la autonom¨ªa y menor desmotivaci¨®n. Los resultados muestran como los enfoques centrados en el alumnado a trav¨¦s de la ense.anza basada en el juego generan climas motivacionales ¨®ptimos lo cual puede repercutir de forma positiva en las clases de Educaci¨®n F¨ªsica
其他摘要：The aim of this study was to evaluate the effectiveness of a volleyball teaching unit program of Physical Education over situational motivational variables, with two levels of intervention. A first level by applying general strategies based on TARGET areas (Ames, 1992) , and a second level of intervention methodically based on the Teaching Games for Understanding (Bunker and Thorpe, 1982) approach. The effect of the intervention on different situational motivational variables was evaluated. 61 students of the 4thyear of Secondary Education were involved in a complete teaching unit. In the experimental group (n = 41) a specific intervention was applied, while in the control group (n = 20) there was no manipulation with a more traditional approach to teaching. The instruments measured the motivational climate, autonomy support, basic psychological needs and self-determined motivation. Results showed that experimental group developed a higher perceived task climate, greater autonomy, greater autonomy satisfaction and lower amotivation than the control group. Results also showed that student¨Ccentered approaches to teaching through game-based methodology generate optimal motivational climates which can impact positively on PE classes
