The effects of a Physical Education intervention to support the satisfaction of basic psuchological needs on the motivation and intentions to be physically active

Abstract

El objetivo de este trabajo fue analizar los efectos de una intervención para apoyar la satisfacción de las necesidades psicológicas básicas sobre la satisfacción de las mismas, la motivación intrínseca, la intención de ser físicamente activo y otras variables del proceso de enseñanza-aprendizaje en el aula de Educación Física.

The aim of the study was to investigate the effects of an intervention to support the basic psychological needs on the satisfaction of these needs, intrinsic motivation, intention to be physically active and some learning-related outcomes in Physical Education. The present study incorporates the application of strategies presented by Standage and Ryan (2012) in a previous study. A quasi-experimental study was conducted with two groups (nexperimental = 30; ncontrol = 23) of 2nd year Secondary Education students aged between 13 and 15 (M= 13.35, SD= .62) by delivering 24 physical education classes. The teacher in the experimental group underwent prior and continual training. The results revealed that the students from the experimental group showed a significant increase in the perception of autonomy and competence. Furthermore, the experimental group showed a greater perception of learning and enjoyment than the control group. These results provide information about the efficacy of an intervention programme based on the strategies presented by Standage and Ryan (2012) to foster satisfaction of basic psychological needs and facilitate support for basic psychological needs to promote the development of positive learning-related outcomes.