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Search for autonomy in motor task learning in physical education university students

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Abstract

The study focused on discovering the influence that an autonomous motor task learning programme had on the improvement of perceived competence, intrinsic regulation, incremental belief and motivational orientations. The study was performed with two groups of participants (n = 22 and n = 20) aged between 19 and 35 years. The instruments used were the incremental factor of the Conceptions of the Nature of Athletic Ability Questionnaire (CNAAQ-2), the Goal Orientation in Exercise Scale (GOES), the intrinsic regulation factor of the Behavioural Regulation in Exercise Questionnaire (BREQ-2), the perceived autonomy factor of the autonomy measurement scale (EMA) and the perceived competence factor of the Motives for Physical Activity Measure Revised Scale (MPAM-R). The questionnaires were handed out over 3 months in a weekly session with pre-test and post-test. The results showed that the use of an autonomy-based teaching programme increased perceived competence, intrinsic motivation, incremental ability belief and task-involving motivational orientation.

Résumé

L’étude a été basée sur l’influence qu’un programme de travail autonome dans l’apprentissage de tâches motrices a pour améliorer la perception de compétence, la motivation intrinsèque, la croyance incrémentielle et l’orientation motivationnelle. Nous avons réalisé une étude, où deux groupes participent (n = 22 et n = 20) lequels ont entre 19 et 35 ans. Les instruments utilisés ont été le facteur incrémentiel de l’échelle de croyances implicites sur l’habilité (CNAAQ-2), l’échelle de mesure des orientations de buts dans l’exercice (GOES), le facteur de motivation intrinsèque du questionnaire de motivation du comportement dans l’exercice physique-2 (BREQ-2), le facteur autonomie trouvé de l’échelle de médiateurs motivationnels (EMA) et le facteur compétence trouvé de l’échelle de mesure des raisons de l’activité physique vérifié (MPAM-R). L’intervention a eu lieu pendant trois mois dans une session hebdomadaire avec un pretest et un postest. Les résultats ont montré que l’application d’un programme d’apprentissage basé sur l’autonomie a fait possible un accroissement de la perception de compétence, la motivation intrinsèque, la croyance incrémentielle de l’habilité et l’orientation motivationnelle de a tâche.

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Authors and Affiliations

  1. Grupo de Investigacion en Comportamiento Motor, Universidad Miguel Hernández de Elche, Edificio Torrevaillo, Avenida de la Universidad, s/n, 03202, Elche, Alicante, Spain

    Juan Antonio Moreno Murcia

  2. Unidad de Investigacion en Educacion Fisica y Deportes, Facultad de Ciencias del Deporte, Universidad de Murcia, C/. Argentina, s/n, Santiago de la Ribera (San Javier), 03130, Murcia, Spain

    José Antonio Vera Lacárcel

  3. Facultad de Ciencias del Deporte, Universidad de Extremadura, Av. de la Universidad s/n, 10071, Cáceres, Spain

    Fernando Del Villar Álvarez

Authors
  1. Juan Antonio Moreno Murcia
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  2. José Antonio Vera Lacárcel
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  3. Fernando Del Villar Álvarez
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Correspondence to Juan Antonio Moreno Murcia.

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Juan Antonio Moreno Murcia.Grupo deInvestigación en Comportamiento Motor, Universidad Miguel Hernández de Elche, Edificio Torrevaillo, Avenida de la Universidad, s/n, 03202 Elche (Alicante), Spain. Tel.: 34-96-5222046; E-mail: j.moreno@umh.es; URL: http://gicom.umh.es

José Antonio Vera Lacarcel.Unidad deInvestigación en Educación Física y Deportes, Facultad de Ciencias del Deporte. Universidad de Murcia, C/. Argentina, s/n, 03130 Santiago de la Ribera (San Javier), E-mail: veratorre@terra.es; URL: http://www.um.es/univefd

Fernando del Villa Álvarez. Facultad de Ciencias del Deporte, Universidad de Extremadura, Av. de la Universidad s/n 10071, Cáceres, Spain. E-mail: fdvillar@unex.es

Current themes of research:

Motivation in sport and physical education. Physical education. Pedagogy of physical education.

Most relevant publications in the field of Psychology of Education:

Moreno, J. A., González-Cutre, D., Chillón, M., & Parra, N. (2008). Adaptación a la educación física de la escala de las necesidades psicológicas básicas en el ejercicio. Revista Mexicana de Psicología, 25(2), 295–303.

Sicilia, A., Moreno, J. A., & Rojas, A. J. (2008). Motivational profiles and flow in physical education lessons. Perceptual and Motor Skills, 106, 473–494.

Moreno, J. A., González-Cutre, D., & Sicilia, A. (2008). Metas de logro 2 X 2 en estudiantes españoles de educación física. Revista de Educación, 347, 299–317.

González-Cutre, D., Sicilia, A., & Moreno, J. A. (2008). Modelo cognitivo-social de la motivación de logro en educación física. Psicothema, 20(4), 642–651.

Moreno, J. A., Parra, N., & González-Cutre, D. (2008). Influencia del apoyo a la autonomía, las metas sociales y la relación con los demás sobre la desmotivación en educación física. Psicothema, 20(4), 636–641.

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Moreno Murcia, J.A., Lacárcel, J.A.V. & Del Villar Álvarez, F. Search for autonomy in motor task learning in physical education university students. Eur J Psychol Educ 25, 37–47 (2010). https://doi.org/10.1007/s10212-009-0008-7

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