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    Por favor, use este identificador para citar o enlazar este ítem: http://hdl.handle.net/10259/4841

    Título
    Teaching games for understanding: a comprehensive approach to promote student’s motivation in physical education
    Autor
    Hortigüela Alcalá, Daviduntranslated Orcid
    Hernando Garijo, Alejandrauntranslated Orcid
    Publicado en
    Journal of Human Kinetics. 2017, V. 59, n. 1. p. 17-27
    Editorial
    De Gruyter Open
    Fecha de publicación
    2017-10
    ISSN
    1899-7562
    DOI
    10.1515/hukin-2017-0144
    Abstract
    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.
    Palabras clave
    methodology
    motivation
    perception of achievement
    teaching models
    mixed methods
    Materia
    Enseñanza secundaria
    Education, Secondary
    URI
    http://hdl.handle.net/10259/4841
    Versión del editor
    https://doi.org/10.1515/hukin-2017-0144
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    Attribution-NonCommercial-NoDerivatives 4.0 International
    Documento(s) sujeto(s) a una licencia Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International
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