Revisión sistemática del apoyo a la autonomía en educación física

  1. Ana María Pérez-González 1
  2. Alfonso Valero-Valenzuela 1
  3. Juan Antonio Moreno-Murcia 2
  4. Bernardino Javier Sánchez-Alcaraz 1
  1. 1 Universidad de Murcia
    info

    Universidad de Murcia

    Murcia, España

    ROR https://ror.org/03p3aeb86

  2. 2 Universidad Miguel Hernández de Elche
    info

    Universidad Miguel Hernández de Elche

    Elche, España

    ROR https://ror.org/01azzms13

Aldizkaria:
Apunts: Educación física y deportes

ISSN: 1577-4015 2014-0983

Argitalpen urtea: 2019

Zenbakia: 138

Orrialdeak: 51-61

Mota: Artikulua

DOI: 10.5672/APUNTS.2014-0983.ES.(2019/4).138.04 DIALNET GOOGLE SCHOLAR lock_openSarbide irekia editor

Beste argitalpen batzuk: Apunts: Educación física y deportes

Laburpena

A physical education (PE) teacher’s interpersonal style may influence students’ affective, cognitive and behavioural patterns. Thus, on the basis of self-determination theory, the purpose of this study was to conduct a systematic review of autonomy support in physical education lessons. For this purpose, 17 scientific articles taken from the Web of Science, Scopus and Science Direct databases measuring the effects of the PE teacher’s interpersonal style on students were reviewed. These studies show that a PE teacher’s autonomy support generates higher levels of satisfaction of basic psychological needs in students, especially in perceived autonomy, as well as intrinsic motivation, positive emotions and thoughts about themselves, their intention to do physical activity in their free time and future behaviour in terms of doing sport.

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