Alvaro Sicilia Camacho

Ethics, Politics and Bio-Pedagogy in Physical Education Teacher Education: Easing the Tension between the Self and the Group.

In this paper, we argue that reflecting upon our personal experiences and the origins of our ethical and political beliefs can be useful to see that, as much as society has a strong influence on us, each of us has the capacity to influence society. Also we suggest that there exist intimate links between personhood and pedagogy. As such, through the use of bio-pedagogical passages, we examine the process of coming to the realisation of the need to develop ethical principles that enable us to contribute to society in universally beneficial ways through our teaching. Moreover, we explain that, as they try to help prospective educators understand their future role in society, physical education teacher educators (PETEs) ought to start with clear ethical principles, not just merely technical (or even scientific) ones. These principles, in turn, can serve as a guide for all pedagogical (read political) actions, both inside and outside the classroom. We close this paper offering viable guidelines as to how this can be done.

Un estudio cuasi-experimental de los efectos del clima motivador tarea en las clases de Educación Física

Introduccion: la Educacion Fisica supone un medio excelente para desarrollar conocimientos y actitudes positivas hacia la actividad fisica. Por ello, parece necesario investigar los factores que pueden incidir en que los estudiantes alcancen una motivacion positiva en esta asignatura. El objetivo de este estudio fue analizar los efectos de intervencion de un clima motivador tarea sobre diferentes variables motivadoras. Metodologia: se utilizo una muestra de alumnos de segundo curso de Educacion Secundaria Obligatoria, con edades entre 13 y 14 anos (M = 13.39, DT = .57). La muestra se dividio en un grupo experimental (n = 26) en el que se transmitio un clima tarea y un grupo control (n = 20) sobre el que no hubo manipulacion. La intervencion abarco un total de 26 sesiones de 50 minutos, con una frecuencia de dos sesiones semanales. Se administraron diferentes cuestionarios de forma previa a la intervencion y se volvieron a administrar una vez esta habia concluido. Resultados: los resultados revelaron un incremento de la percepcion del clima tarea en el grupo experimental, acompanado de una mayor puntuacion en las metas de aproximacionmaestria y evitacion-maestria, motivacion intrinseca, regulacion identificada, regulacion introyectada y flow disposicional. Ademas disminuyo la percepcion de clima ego. En el grupo control solamente se produjeron modificaciones en el flow disposicional, observandose un incremento en la toma postest. Discusion y conclusiones: los resultados son discutidos de acuerdo con la importancia de trasmitir climas motivadores tarea en las clases de Educacion Fisica para lograr efectos motivadores positivos que se vean reflejados en una mayor adherencia a la practica fisicodeportiva. Parecen aspectos clave para mejorar la motivacion: la variedad y la novedad, la cesion de responsabilidad, el reconocimiento de la mejora personal y el esfuerzo, la agrupacion variada, la evaluacion del progreso individual, y el tiempo suficiente para practicar las tareas.

MOTIVATIONAL PROFILES AND FLOW IN PHYSICAL EDUCATION LESSONS

The purpose of this study was to use cluster analysis to identify differences in goal orientation and motivational climate profiles among students in physical education classes as well as differences among the observed clusters on perceived flow experiences. 983 students of 14- to 15-yr.-olds (M = 14.8 yr., SD = 0.91) from a large Spanish metropolitan school district were participants and completed questionnaires assessing goal orientations, motivational climates, and perceived flow. Analysis showed three distinct clusters with 40.3 % of the sample with a High Motivation cluster, 27.6% in a Low Motivation cluster, and 32.2% in a Mastery Motivation cluster. These three clusters differed significantly in ratings of perceived flow. Clusters also showed different composition by sex. Implications of these results with regard to instruction in physical education classes are discussed.

Motivation and Physical Self-Concept in Physical Education: Differences by Gender

This paper examines the relationship between dispositional goal orientations, the perception of different motivational climates and physical self-concept in physical education classes. An additional purpose was to examine the nature of these relationships among boys and girls. Eight hundred and eighty-four students from a large Spanish metropolitan school district were participants in this study and completed questionnaires assessing the above mentioned variables. Results revealed that sport competence and physical condition were the domains of physical self-concept that had a greater connection with goal orientations and motivational climates. Gender differences were also identified for all variables except for task orientation. In addition, the task-involving motivational climate was the main predictor in the sport competence and physical condition subscales in the case of the girls, while ego and task orientation were, respectively, the strongest predictors for the same physical self-concept subscales in the case of the boys. In order to provide more inclusive teaching, especially for students with low self-concept, this study suggests the need to create classroom participation that favours task-involving motivational environments.

Educación Física y transformación social: implicaciones desde una epistemología posmoderna

Resumen es: Este articulo parte de la premisa de que conocimiento y realidad son conceptos clave en la transformacion social, dado que, dependiendo de como entendamo...