Psychological needs among 14–17-year-old students according to gender in Physical Education classes
DOI:
https://doi.org/10.47197/retos.v73.113641Keywords:
Physical Education , relationship, autonomy, competence, psychological needsAbstract
Introduction: To program a quality Physical Education class, it is essential to identify the psychological needs of the students in order to develop deep learning.
Objective: To compare the basic psychological needs according to gender in Physical Education (PE) classes in schools from 6th grade to 4th grade.
Methodology: A quantitative, non-experimental, cross-sectional design was used, surveying 338 students between 14 and 17 years of age. The Basic Psychological Needs in Physical Education Scale was used to measure basic psychological needs.
Results: there were differences between females and males in the competence dimension (3.61 females vs. 3.99 males; p<0.001) and in the relationship dimension there was a difference between females and males (3.32 females vs. 3.77 males), females and others (3.32 females vs. 2.41 others), and males with others (3.77 males vs. 2.41 others).
Discussion: These findings highlighted the need for inclusive, student-centered pedagogical approaches in FE that address the psychological needs of diverse student groups.
Discussion: These findings highlighted the need for inclusive and student-centered pedagogical approaches in PE that address the psychological needs of diverse student groups.
Conclusion: There are differences according to the gender of the students, with those in the group that describe themselves as “other” presenting a lower degree of satisfaction than men and women in the PE class. Also, women present a lower degree of satisfaction with respect to the Competence dimension than men during the EF class.
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