Mostrar el registro sencillo del ítem
The Impact of a Challenge-Based Learning Experience in Physical Education on Students’ Motivation and Engagement
dc.contributor.author | Simón-Chico, Luis | es-ES |
dc.contributor.author | González-Peño, Alba | es-ES |
dc.contributor.author | Hernández-Cuadrado, Ernesto | es-ES |
dc.contributor.author | Franco Álvarez, Evelia | es-ES |
dc.date.accessioned | 2023-05-09T10:02:54Z | |
dc.date.available | 2023-05-09T10:02:54Z | |
dc.date.issued | 2023-03-26 | es_ES |
dc.identifier.issn | 2254-9625 | es_ES |
dc.identifier.uri | https://doi.org/10.3390/ejihpe13040052 | es_ES |
dc.description | Artículos en revistas | es_ES |
dc.description.abstract | . | es-ES |
dc.description.abstract | The present study investigated how challenge-based learning (CBL) in physical education (PE) may affect students’ basic psychological needs (BPNs), motivational regulations, engagement, and learning in comparison with a traditional teaching (TT) methodology. A quasiexperimental study with experimental and control groups was carried out. In total, 50 participants (16 boys and 34 girls) between 13 and 15 years old (Mage = 13.35, SD = 0.62) were involved in the experience for 6 weeks (ncontrol = 24; nexperimental = 26). Validated questionnaires were administered both before and after the intervention in both groups. Furthermore, theoretical knowledge and badminton-specific motor skill tests were carried out in both groups after the intervention. An analysis showed that after the intervention, students in the CBL condition improved their autonomy (Mbefore = 3.15 vs. Mafter = 3.39; ES = 0.26 *), competence (Mbefore = 4.01 vs. Mafter = 4.18; ES = 0.33 *), and relatedness satisfaction (Mbefore = 3.86 vs. Mafter = 4.06; ES = 0.32 *). As for behavioural engagement measures, students in the CBL condition exhibited higher scores after than those from before (Mbefore = 4.12 vs. Mafter = 4.36; ES = 0.35 *). No significant changes were observed for motivational regulations or agentic engagement. On learning outcomes, students in the experimental group achieved higher scores in both theoretical knowledge (Mcontol = 6.48 vs. Mexperimental = 6.79) and badminton-specific motor skills (Mcontol = 6.85 vs. Mexperimental = 7.65) than the control group did. The present study findings highlight that CBL might be a valid and effective methodological approach for students in PE to achieve adaptive motivational, behavioral, and learning outcomes. | en-GB |
dc.format.mimetype | application/pdf | es_ES |
dc.language.iso | en-GB | es_ES |
dc.rights | Creative Commons Reconocimiento-NoComercial-SinObraDerivada España | es_ES |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/3.0/es/ | es_ES |
dc.source | Revista: European Journal of Investigation in Health, Psychology and Education, Periodo: 1, Volumen: 13, Número: 4, Página inicial: 684, Página final: 700 | es_ES |
dc.title | The Impact of a Challenge-Based Learning Experience in Physical Education on Students’ Motivation and Engagement | es_ES |
dc.type | info:eu-repo/semantics/article | es_ES |
dc.description.version | info:eu-repo/semantics/publishedVersion | es_ES |
dc.rights.holder | es_ES | |
dc.rights.accessRights | info:eu-repo/semantics/openAccess | es_ES |
dc.keywords | . | es-ES |
dc.keywords | challenge-based learning; badminton; self-determination theory; innovative methodology; circumplex approach | en-GB |
Ficheros en el ítem
Este ítem aparece en la(s) siguiente(s) colección(ones)
-
Artículos
Artículos de revista, capítulos de libro y contribuciones en congresos publicadas.