Relación entre el nivel de actividad física y la motivacion de docentes de educación física

Abstract

[Resumen] El objetivo fue analizar la relación entre el nivel de actividad física moderada-vigorosa y el clima motivacional de docentes de educación física (EF). Participaron 125 docentes (71 hombres y 45 mujeres) de EF de Costa Rica, con una media edad de 40.12 ± 13.62 años. Se desarrollaron cinco talleres prácticos de combas bajo el Estilo Actitudinal. Se utilizó el programa SOFIT para registrar el tiempo y la intensidad de la actividad física realizada y el cuestionario del clima motivacional percibido en el deporte-2 (PMCSQ-2). También se realizó un grupo de discusión con 10 de los docentes. La variable de aprendizaje cooperativo y la del papel importante del estudiante correlacionaron significativamente con el índice de actividad física moderada-vigorosa. La de reconocimiento desigual entre compañeros lo hizo de manera inversa. Los docentes valoraron positivamente la formación recibida de cara a repensar la importancia el rol del docente de EF en el aula.

[Abstract] If we want to generate motivation in our PE students, it is necessary to analyze what the teacher has in terms of the physical activity carried out. The objective was to analyze the relationship between the level of moderate-vigorous physical activity and the motivational climate of physical education teachers (PE). Participated were 125 teachers (71 men and 45 women) of PE from Costa Rica, with an average age of 40.12 ± 13.62 years. Five practical jump rope workshops were developed under the attitudinal style. The SOFIT program was used to record the time and intensity of the physical activity performed and the motivational climate questionnaire perceived in sport-2 (PMCSQ-2). A discussion group was also held with 10 of the teachers. The variable of cooperative learning (p=.022) and that of the important role of the student (p=.039) correlated significantly with the index of moderate-vigorous physical activity. The variable of unequal recognition among partners did it in an inverse way (p=.032). The teachers positively evaluated the training received in order to rethink the importance of the role of the PE teacher in the classroom. It is important to continue working in the training of teachers on bodily practices that generate motivation in themselves, as it guarantees to a greater extent that it is implemented in the classroom.