Motivación y Rendimiento en la Educación Física: Una Prueba Experimental

  1. Juan A Moreno
  2. David González-Cutre
  3. José Martín-Albo
  4. Eduardo Cervelló
Revista:
Revista de educación física: Renovar la teoría y practica

ISSN: 1133-0546

Año de publicación: 2018

Número: 151

Páginas: 39-46

Tipo: Artículo

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Otras publicaciones en: Revista de educación física: Renovar la teoría y practica

Resumen

El propósito de este estudio fue analizar, de manera experimental, las relaciones entre la motivación y el rendimiento en un test de movimiento lateral utilizado en educación física. El grupo de estudio consistió de 363 estudiantes (227 niños y 136 niñas), de entre 12 y 16 años de edad, a quienes se los dividió en tres grupos. Un grupo experimental en el que se indujo a una creencia de habilidades incrementadas, otro grupo experimental en el que se indujo a una creencia de entidad de habilidad y un grupo de control en el que no hubo ninguna intervención. Se realizaron mediciones de la motivación situacional intrínseca, de la competencia percibida para la ejecución de la tarea y del rendimiento. Los resultados revelaron que el grupo incremental exhibió valoraciones más elevadas en la escala de motivación situacional intrínseca. El grupo de entidad mostró un mejor rendimiento que el grupo incremental en el primer intento del test pero, en el segundo intento, el rendimiento fue similar en los diferentes grupos. Tal vez las diferencias iniciales en el rendimiento desaparecieron debido a que el grupo incremental contó con mejoras en el segundo intento. Estos resultados se discuten en relación a la intensidad con la que el profesor transmite la información relacionada con la creencia de habilidad incremental del alumno para mejorar la motivación intrínseca y el rendimiento.

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