2026-06-29T21:00:51Zhttps://riubu.ubu.es/oai/request

oai:riubu.ubu.es:10259/48412021-11-10T09:38:21Zcom_10259_5786com_10259_5086com_10259_2604col_10259_5787

Hortigüela Alcalá, David Hernando Garijo, Alejandra 2018-07-10T09:26:05Z 2018-07-10T09:26:05Z 2017-10 1899-7562 http://hdl.handle.net/10259/4841 10.1515/hukin-2017-0144 It seems important to consider students’ attitudes towards physical education (PE), and the way they learn sports. The present study examines students’ perceptions of motivation and achievement in PE after experiencing three consecutive sport units. Two hundred and thirty seven students from the 1st, 2nd, 3rd, and 4th grade in a high school in Burgos (Spain) and two teachers agreed to participate. They were divided into two groups in order to compare two instructional approaches. The experimental group (A), 128 students, experienced Teaching Games for Understanding (TGfU), while the control group (B), 109 students, experienced a technical-traditional approach. Each group was taught by a different teacher. The study followed a mixed-method research design with quantitative (questionnaire) and qualitative (interview) data. Results revealed that group A showed greater motivation and achievement in PE than group B. Significant differences were found in achievement. Participants with better academic results in group A were more positive in sport participation. Meanwhile, students who practiced more extracurricular sports in group B were more actively involved in sport. Teachers disagreed greatly on the way sport should be taught in PE. eng http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess Attribution-NonCommercial-NoDerivatives 4.0 International methodology motivation perception of achievement teaching models mixed methods Teaching games for understanding: a comprehensive approach to promote student’s motivation in physical education info:eu-repo/semantics/article