RT Journal Article
T1 Determinant Factors of Achievement Motivation in School Physical Education
A1 García Ceberino, Juan Manuel
A1 Feu Molina, Sebastián
A1 Gamero Portillo, María de Gracia
A1 Ibáñez Godoy, Sergio José
AB Today, it is important for physical education teachers to know students’ motivation profiles for learning. Therefore, this study aimed to analyze achievement motivation according to four variables: students’ sex, the taught sport modality, students’ experience and teaching methodology. Likewise, the effects of students’ sex and experience on the methodologies applied were analyzed. A total of 108 primary education students (10.95 ± 0.48 years), 54 boys and 54 girls, from three state schools participated in the study. The students answered the Achievement Motivation in Physical Education test (Spanish version) after participating in soccer and basketball programs based on different methodologies. Each class-group received a different educational program (soccer or basketball). The differences between the categories of the variables analyzed were calculated for each dimension of the motivational test through the Mann–Whitney U and Kruskal–Wallis H tests. The effects of students’ sex and experience on the teaching methodologies applied were analyzed using the univariate General Linear Model test. In soccer and basketball, boys perceived being more motor competent (U = 732.00; p < 0.05; r = 0.43) than girls. In addition, experienced students in both sports perceived being more motor competent (U = 695.50; p < 0.05; r = 0.27) than inexperienced students. In turn, they indicated feeling less failure anxiety and stress (U = 780.00; p < 0.05; r = 0.22). All of the students who played soccer reported more commitment (learning dedication) (U = 1051.50; p < 0.05; r = 0.20) and perceived motor competence (U = 972.00; p < 0.05; r = 0.24) than students who played basketball. Considering the effects of students’ sex and experience on the methodologies (perceived motor competence dimension), there were significant differences (F = 7.68; p < 0.05; ηp2 = 0.07) in favor of experienced boys who played soccer and basketball using the Tactical Games Approach methodology. Soccer was practiced more in school and out of school. This made students feel greater commitment (learning dedication) and perceived motor competence towards this invasion sport in physical education. In addition, it was shown that teachers should take into account students’ sex and experience because they are two factors that influence the teaching of sports and achievement motivation.
PB MDPI
SN 2227-9067 (electrónico)
YR 2022
FD 2022-09
LK https://hdl.handle.net/10272/22058
UL https://hdl.handle.net/10272/22058
LA eng
NO García-Ceberino, J. M., Feu, S., Gamero, M. G., & Ibáñez, S. J. (2022). Determinant Factors of Achievement Motivation in School Physical Education. In Children (Vol. 9, Issue 9, p. 1366). MDPI AG. https://doi.org/10.3390/children9091366
NO This study has been partially subsidized by the Aid for Research Groups (GR21149) from theRegional Government of Extremadura (Department of Economy, Science and Digital Agenda), with acontribution from the European Union from the European Funds for Regional Development. Theauthor J.M.G.-C. was supported by a grant from the Universities Ministry of Spain and the EuropeanUnion (NextGenerationUE) “Ayuda del Programa de Recualificación del Sistema UniversitarioEspañol, Modalidad de ayudas Margarita Salas para la formación de jóvenes doctores” (MS-01).
DS Repositorio Institucional de la Universidad de Huelva
RD 1 jun 2026