The Impact of a Challenge-Based Learning Experience in Physical Education on Students' Motivation and Engagement

被引:9
作者
Simon-Chico, Luis [1 ]
Gonzalez-Peno, Alba [2 ]
Hernandez-Cuadrado, Ernesto [3 ]
Franco, Evelia [1 ]
机构
[1] Univ Pontificia Comillas, Fac Ciencias Humanas & Sociales, C-Univ Comillas 3-5, Madrid 28108, Spain
[2] Univ Politecn Madrid, Fac Ciencias Act Fis & Deporte, INEF, C-Martin Fierro 7, Madrid 28040, Spain
[3] IES Maria Pacheco, Ave Barber 4, Toledo 45004, Spain
关键词
challenge-based learning; badminton; self-determination theory; innovative methodology; circumplex approach; BASIC PSYCHOLOGICAL NEEDS; AUTONOMY-SUPPORT; TEACHING STYLES; SATISFACTION; INTERVENTION; RELATEDNESS; OUTCOMES; SCALE;
D O I
10.3390/ejihpe13040052
中图分类号
B849 [应用心理学];
学科分类号
040203 ;
摘要
The present study investigated how challenge-based learning (CBL) in physical education (PE) may affect students' basic psychological needs (BPNs), motivational regulations, engagement, and learning in comparison with a traditional teaching (TT) methodology. A quasiexperimental study with experimental and control groups was carried out. In total, 50 participants (16 boys and 34 girls) between 13 and 15 years old (M-age = 13.35, SD = 0.62) were involved in the experience for 6 weeks (n(control) = 24; n(experimental) = 26). Validated questionnaires were administered both before and after the intervention in both groups. Furthermore, theoretical knowledge and badminton-specific motor skill tests were carried out in both groups after the intervention. An analysis showed that after the intervention, students in the CBL condition improved their autonomy (M-before = 3.15 vs. M-after = 3.39; ES = 0.26 *), competence (M-before = 4.01 vs. M-after = 4.18; ES = 0.33 *), and relatedness satisfaction (M-before = 3.86 vs. M-after = 4.06; ES = 0.32 *). As for behavioural engagement measures, students in the CBL condition exhibited higher scores after than those from before (M-before = 4.12 vs. M-after = 4.36; ES = 0.35 *). No significant changes were observed for motivational regulations or agentic engagement. On learning outcomes, students in the experimental group achieved higher scores in both theoretical knowledge (M-contol = 6.48 vs. M-experimental = 6.79) and badminton-specific motor skills (M-contol = 6.85 vs. M-experimental = 7.65) than the control group did. The present study findings highlight that CBL might be a valid and effective methodological approach for students in PE to achieve adaptive motivational, behavioural, and learning outcomes.
引用
收藏
页码:684 / 700
页数:17
相关论文
共 60 条
[11]   The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior [J].
Deci, EL ;
Ryan, RM .
PSYCHOLOGICAL INQUIRY, 2000, 11 (04) :227-268
[12]  
Deci EL, 2013, Intrinsic motivation and self-determination in human behavior, DOI 10.1007/978-1-4899-2271-7
[13]   Impact of a sustained Cooperative Learning intervention on student motivation [J].
Fernandez-Rio, Javier ;
Sanz, Naira ;
Fernandez-Cando, Judith ;
Santos, Luis .
PHYSICAL EDUCATION AND SPORT PEDAGOGY, 2017, 22 (01) :89-105
[14]  
Ferriz R, 2015, REV PSICOL DEPORTE, V24, P329
[15]   Effects of a Sport Education Model-Based Teaching Intervention on Students' Behavioral and Motivational Outcomes within the Physical Education Setting in the COVID-19 Scenario [J].
Franco, Evelia ;
Tovar, Carlota ;
Gonzalez-Peno, Alba ;
Coteron, Javier .
SUSTAINABILITY, 2021, 13 (22)
[16]   A person-centred approach to understanding dark-side antecedents and students' outcomes associated with physical education teachers' motivation [J].
Franco, Evelia ;
Coteron, Javier ;
Gomez, Valeria ;
Spray, Christopher M. .
PSYCHOLOGY OF SPORT AND EXERCISE, 2021, 57
[17]   The Effects of a Physical Education Intervention to Support the Satisfaction of Basic Psychological Needs on the Motivation and Intentions to Be Physically Active [J].
Franco, Evelia ;
Coteron, Javier .
JOURNAL OF HUMAN KINETICS, 2017, 59 (01) :5-15
[18]  
Franco Evelia., 2020, Investigacin en el mbito escolar: nuevas realidades en un acercamiento multidimensional a las variables psicolgicas y educativas, P399
[19]   School engagement: Potential of the concept, state of the evidence [J].
Fredricks, JA ;
Blumenfeld, PC ;
Paris, AH .
REVIEW OF EDUCATIONAL RESEARCH, 2004, 74 (01) :59-109
[20]   Student engagement, context, and adjustment: Addressing definitional, measurement, and methodological issues [J].
Fredricks, Jennifer A. ;
Filsecker, Michael ;
Lawson, Michael A. .
LEARNING AND INSTRUCTION, 2016, 43 :1-4