Participación y motivación en las clases de educación física del 7° básico mujeres The Grange School
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Archivos
Fecha
2022
Profesor/a Guía
Facultad/escuela
Idioma
es
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Universidad Andrés Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
La siguiente investigación corresponde a un estudio de tipo cualitativo con un enfoque mixto,
insertándose en el diseño de investigación-acción, esta es no experimental, aplicada y de corte
transversal. Tiene como objetivo general, indagar si una intervención de juegos cooperativos
dentro de las clases de educación física mejora la participación y motivación en el nivel de
séptimo básico ABCDEF de mujeres del Colegio The Grange School. Por lo que se realizó una
intervención de 6 semanas, donde se aplicaron juegos cooperativos dentro de las clases de
educación física, los cuales se llevaron a cabo en la unidad de fútbol y frisbee. En esta
investigación se aplicaron 3 instrumentos para la recolección de datos, cuestionario sobre
motivación, intereses y participación dentro de las clases de educación física, registros
anecdóticos y cuestionario post intervención. Los resultados del primer instrumento indican que
las motivaciones de las niñas del séptimo ABCDEF para la clase de educación física se inclinan
mayoritariamente hacia los trabajos en equipo, práctica de deportes de su interés y por la
influencia que tiene el grupo de amigas sobre ellas. El segundo instrumento indica que el
aumento de la participación se asocia a un aumento en la motivación de las niñas hacia la clase
de educación física, como consecuencia de las modificaciones e innovaciones hechas en la
planificación. Los resultados del tercer instrumento indican que hubo grandes cambios en la
motivación y participación dentro de las clases de educación física, donde la motivación aumento
de un 60%, mientras que la participación en un 43%. Y no solo se obtuvieron mejoras en cuanto
a estas variables, si no que se evidenciaron cambios en la actitud, aumento del disfrute, mejoras
en la relación entre pares y la relación profesora- alumna, aumento del compromiso y disposición
frente a la clase de educación física.
The following investigation corresponds to a qualitative study with a mixed approach, inserted in the action-research design, it is non-experimental, applied, and cross-sectional. Its general objective is to investigate whether an intervention of cooperative games within physical education classes improves participation and motivation in the seventh grade of women from The Grange School. Therefore, a 6-week intervention was carried out, where cooperative games were applied within physical education classes, in the soccer and the frisbee unit. In this research, 3 instruments were applied for data collection, a questionnaire on motivation, interests and participation in physical education classes, anecdotal records, and a post-intervention questionnaire. The results of the first instrument indicate that the motivations of the girls of the seventh grade for the physical education class are mostly inclined towards teamwork, the practice of sports of their interest and the influence that their group of friends has on them. The second instrument indicates that the increase in participation is associated with an increase in the motivation of the girls towards the physical education class, because of the modifications and innovations made in the planning. While the results of the third instrument indicate that there were great changes in motivation and participation in physical education classes, where motivation increased by 60%, while participation increased by 43%. And not only improvements were obtained in terms of these variables, but also changes in attitude, increased enjoyment, improvements in the relationship between peers and the teacher-student relationship, increased commitment, and disposition towards the physical education class.
The following investigation corresponds to a qualitative study with a mixed approach, inserted in the action-research design, it is non-experimental, applied, and cross-sectional. Its general objective is to investigate whether an intervention of cooperative games within physical education classes improves participation and motivation in the seventh grade of women from The Grange School. Therefore, a 6-week intervention was carried out, where cooperative games were applied within physical education classes, in the soccer and the frisbee unit. In this research, 3 instruments were applied for data collection, a questionnaire on motivation, interests and participation in physical education classes, anecdotal records, and a post-intervention questionnaire. The results of the first instrument indicate that the motivations of the girls of the seventh grade for the physical education class are mostly inclined towards teamwork, the practice of sports of their interest and the influence that their group of friends has on them. The second instrument indicates that the increase in participation is associated with an increase in the motivation of the girls towards the physical education class, because of the modifications and innovations made in the planning. While the results of the third instrument indicate that there were great changes in motivation and participation in physical education classes, where motivation increased by 60%, while participation increased by 43%. And not only improvements were obtained in terms of these variables, but also changes in attitude, increased enjoyment, improvements in the relationship between peers and the teacher-student relationship, increased commitment, and disposition towards the physical education class.
Notas
Seminario (Pedagogía en Educación Física para la Enseñanza Básica y Media, Licenciado en Educación)
Palabras clave
Motivación en la Educación, Educación Física, Enseñanza Básica