Estratégias dos professores de educação física do ensino secundário: impacto nas variáveis motivacionais em função do género e da prática desportiva extracurricular dos alunos
DOI:
https://doi.org/10.17398/1885-7019.21.205Palavras-chave:
Autonomia, competência, erro, vergonha, relação com os outrosResumo
Os objetivos do estudo foram analisar as estratégias motivacionais utilizadas pelos professores de Educação Física e como estas se relacionam com a percepção das necessidades psicológicas básicas e o medo do falo, tendo em conta as diferenças existentes consoante o sexo e a sua prática desportiva extracurricular. Para isso, os participantes responderam à Escala de Necessidades Psicológicas Básicas no Exercício, ao Inventário de Avaliação de Erros de Desempenho e ao Questionário de Estratégias Motivacionais nas aulas de Educação Física. A amostra foi composta por 1.063 estudantes entre 12 e 18 anos (522 do sexo masculino). Os resultados refletiram que as estratégias motivacionais orientadas para o domínio estão positivamente relacionadas com a satisfação das necessidades psicológicas básicas. Por sua vez, os rapazes apresentam maior perceção da utilização de estratégias orientadas para o desempenho, maior satisfação das necessidades psicológicas básicas e menor medo de errar. Da mesma forma, os alunos que praticam desporto extracurricular têm maior percepção de estratégias orientadas para o desempenho, satisfação de necessidades psicológicas básicas e menor medo de errar. É necessário que os professores apliquem estratégias motivacionais que potenciem um clima motivacional de domínio.
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