Hybridization of pedagogical models and student motivation in Physical Education: a pilot study
DOI:
https://doi.org/10.47197/retos.v71.116218Keywords:
Motivation, Service-learning, sport education model, secondary educationAbstract
Introduction. Motivation in Physical Education tends to decrease during secondary school, especially among female students, due to traditional and less inclusive teaching methods. The combination of two contemporary models may help create more engaging and participatory learning environments.
Objective. To evaluate the effect of this hybrid intervention on students' motivation levels across different motivational dimensions.
Methodology. A pre-experimental design with pretest and posttest measures was employed. The Physical Education Motivation Questionnaire was used to assess five motivational dimensions. The intervention consisted of eight sessions carried out over the school semester and included students of both sexes.
Results. The data showed a significant increase in intrinsic motivation and identified regulation, along with a decrease in amotivation and external regulation. These results were consistent across both male and female students, with slightly greater improvements observed in female participants. In contrast, introjected regulation did not show relevant changes.
Conclusions. Despite the limitations of the study design and the small sample size, the findings suggest that combining the two models can contribute to the development of more inclusive and motivating educational environments. This pedagogical approach is particularly relevant for school settings that aim to promote meaningful learning through active and integrative methodologies.
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