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Abstract(s)
O objectivo deste trabalho foi analisar a motivação dos alunos para a prática da Educação Física Escolar (EFE), e conhecer a relação existente entre a motivação e a perspectiva dos pais sobre esta disciplina. Adicionalmente, procuramos ainda analisar as diferenças na motivação e na perspectiva dos pais entre duas escolas Regulares e duas escolas pertencentes a territórios educativos de intervenção prioritária (TEIP)
A população seleccionada para este estudo pertence a quatro escolas da zona da grande Lisboa (EB2,3 Manuel da Maia (TEIP); EB2,3 Ruy Belo (TEIP); EB2,3 João Gonçalves Zarco e EB 2,3 Delfim Santos) com um total de 1527 alunos e alunas do terceiro ciclo, nas quais foi recrutada uma amostra representativa de 313 alunos e respectivos encarregados de educação.
Para a elaboração do estudo recorremos ao Questionário de Motivos para a Prática de Actividades de Educação Física, adaptado do Questionário de Motivação para as Actividades Desportivas (QMAD) versão traduzida de Gil, Gross & Huddleston (1983) e adaptado por Serpa & Frias (1990). A este questionário foram adicionadas 3 questões por nós criadas, com vista a conhecer a perspectiva dos pais sobre a disciplina. Com base nas variáveis numéricas, procedemos ao tratamento estatístico descritivo básico. Com vista a conhecer as diferenças motivacionais entre alunos das diferentes escolas recorremos ao teste t para amostras independentes e, quando ajustado, ao teste não paramétrico Mann-Whitney. A relação entre a perspectiva dos pais e a motivação dos alunos foi analisada com base no coeficiente de correlação Pearson. Foi considerado significativo um valor de p<0.05.
Os resultados obtidos indicam que as principais motivações para a prática da EFE são: “Estar em boa condição física”, “Manter a forma” e “Trabalhar em equipa”. Em relação à perspectiva dos pais, os dados revelam que estes tendem a valorizar bastante a disciplina, em particular na valorização da influência da educação física na prática de desporto ao longo da vida. Ficou visível também a inexistência de diferenças significativas (p>0.05) nas motivações entre os alunos dos dois tipos de escola observados. No entanto, verificamos que a opinião dos pais sobre a disciplina é significativamente distinta (p<0.05), claramente mais valorizada pelos pais dos alunos que frequentam as escolas TEIP. O nosso estudo revela ainda a existência de uma associação entre a perspectiva positiva dos pais sobre a disciplina e a maior motivação dos seus educandos para a prática da mesma (sete das oito dimensões motivacionais apresentam uma correlação significativa com a opinião dos pais sobre a Educação Física).
Em suma o nosso estudo permitiu-nos conhecer as motivações para a prática da educação física escolar, que não parecem variar relativamente aos tipos de escola observados. Constatamos também que a disciplina é muito valorizada pelos pais, principalmente das escolas TEIP, e que a sua opinião positiva está associada à motivação dos seus educandos.
This work’s main purpose was identifying students’ motivation towards the practice of Physical Education Activities (PEA), describing parents’ perspective about this school subject. Additionally we have yet analyzed the differences in motivation and parents’ perspectives between two regular schools and two TEIP (Território Educativo de Intervenção PrioritáriaEducational Territory of Prioritary Intervention) schools. The selected population for this study belongs to four different schools in the Lisbon area (EB2,3 Manuel da Maia (TEIP); EB2,3 Ruy Belo (TEIP); EB2,3 João Gonçalves Zarco e EB 2,3 Delfim Santos), comprehending a total of 1527 students of the 7th, 8th and 9th grades, in which a small representative sample of 313 students and their parents was recruited. For this study we used an inquiry as an instrument on the reasons that lead to the practice of Physical Education adapted from PMQ (Participation Motivation Questioner), translated version from Gil & Huddleston’s Participation Motives in Youth Sports (1983) and adapted by Serpa & Frias (1990). To this inquiry another three questions were added, created in order to study the parents’ perspective. Based on numerical variables we have proceeded to basic descriptive statistical treatment. In order to know the motivational differences amongst students of these different schools, we have used the t-test for independent samples and, when adequate, the non parametric test of Mann-Whitney. The Pearson product-moment correlation coefficient was used to analyze the perspective between the parents’ perspective and the students’ motivation. A value of p<0.05 was considered meaningful. The obtained data indicate that the main motivations to the practice of physical education activities are: being in a good physical shape, keeping fit and developing team work. To what the parents’ perspective is concerned, data reveal that parents really value this school subject, especially valuing the influence of Physical Education in practicing sports throughout their lives. It was also clear the inexistence of significant differences (p>0.05) in the motivations between the two types of analyzed schools. However, we have verified that the parents’ opinion on this school subject is significantly different (p>0.05), clearly more valued by the students’ parents who attend these TEIP schools. Our study reveals the existence of an association between the parents’ positive perspective over Physical Education and a greater motivation of their children into practicing it (seven out of eight motivational dimensions present a significant correlation with parents’ opinion about Physical Education. In conclusion, our study allows us to know the motivations that lead to the practice of school physical education which don’t seem to vary as to the type of these analyzed schools. We also verified that this school subject is really valued by parents, mainly the ones related to TEIP schools and that their positive opinion is associated to the motivation of their children.
This work’s main purpose was identifying students’ motivation towards the practice of Physical Education Activities (PEA), describing parents’ perspective about this school subject. Additionally we have yet analyzed the differences in motivation and parents’ perspectives between two regular schools and two TEIP (Território Educativo de Intervenção PrioritáriaEducational Territory of Prioritary Intervention) schools. The selected population for this study belongs to four different schools in the Lisbon area (EB2,3 Manuel da Maia (TEIP); EB2,3 Ruy Belo (TEIP); EB2,3 João Gonçalves Zarco e EB 2,3 Delfim Santos), comprehending a total of 1527 students of the 7th, 8th and 9th grades, in which a small representative sample of 313 students and their parents was recruited. For this study we used an inquiry as an instrument on the reasons that lead to the practice of Physical Education adapted from PMQ (Participation Motivation Questioner), translated version from Gil & Huddleston’s Participation Motives in Youth Sports (1983) and adapted by Serpa & Frias (1990). To this inquiry another three questions were added, created in order to study the parents’ perspective. Based on numerical variables we have proceeded to basic descriptive statistical treatment. In order to know the motivational differences amongst students of these different schools, we have used the t-test for independent samples and, when adequate, the non parametric test of Mann-Whitney. The Pearson product-moment correlation coefficient was used to analyze the perspective between the parents’ perspective and the students’ motivation. A value of p<0.05 was considered meaningful. The obtained data indicate that the main motivations to the practice of physical education activities are: being in a good physical shape, keeping fit and developing team work. To what the parents’ perspective is concerned, data reveal that parents really value this school subject, especially valuing the influence of Physical Education in practicing sports throughout their lives. It was also clear the inexistence of significant differences (p>0.05) in the motivations between the two types of analyzed schools. However, we have verified that the parents’ opinion on this school subject is significantly different (p>0.05), clearly more valued by the students’ parents who attend these TEIP schools. Our study reveals the existence of an association between the parents’ positive perspective over Physical Education and a greater motivation of their children into practicing it (seven out of eight motivational dimensions present a significant correlation with parents’ opinion about Physical Education. In conclusion, our study allows us to know the motivations that lead to the practice of school physical education which don’t seem to vary as to the type of these analyzed schools. We also verified that this school subject is really valued by parents, mainly the ones related to TEIP schools and that their positive opinion is associated to the motivation of their children.
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Keywords
Educação física escolar Educação física escolar - Motivação Actividade desportiva - Motivação Educação física - Escola - Pais