El uso de videos educativos para la mejora de la motivación del alumnado en el aula de educación física: The Use of Educational Videos to Improve Student Motivation in the Physical Education Classroom

Esteban Ospina; Juan Garzón

doi:10.54104/papeles.v15n29.1458

Authors

Esteban Ospina Universidad Catolica de Oriente https://orcid.org/0000-0002-0725-0374
Juan Garzón Universidad Católica de Oriente https://orcid.org/0000-0002-0374-8570

DOI:

https://doi.org/10.54104/papeles.v15n29.1458

Keywords:

Situated learning, physical education, motivation, learning outcomes, relationship, information and communication technologies (ICT)

Abstract

Introduction: One of the main problems faced in Physical Education classes is the low motivation of students to perform the exercises indicated by the teacher. The objective of the article is to present the process that was developed and later to present the implementation of a set of educational videos to accompany the Physical Education courses in a public institution located in a municipality in the northeast of Colombia. On the other hand, the implementation of pedagogical methodologies mediated by information and communication technologies has shown positive results to improve student motivation in various areas of knowledge. Methodology: Thus, this work presents the results of an experimental design, where a series of educational videos were used to improve motivation in the Physical Education class. Thirty-one students between the ages of 16 and 18 (M = 16,48, SD = 0.67) participated in the study; 16 students (7 men and 19 women) participated in the control group and 15 students (9 men and 19 women) participated in the experimental group. 6 women). Results and discussion: The results indicate that using the videos significantly improved the motivation of the students with whom they performed the respective exercises. Conclusions: These results are promising and represent an incentive to continue replicating this type of activities that enrich Physical Education classes.

Downloads

Download data is not yet available.

References

Ateş, H. & Garzón, J. (2022). Drivers of teachers’ intentions to use mobile applications to teach science. Education and Information Technologies, 27(2), 2521-2542. https://doi.org/10.1007/s10639-021-10671-4

Castro, S., Guzmán, B. y Casado, D. (2007). Las TIC en los procesos de enseñanza y aprendizaje. Revista de Educación, 13(23), 213-234. https://doi.org/10.33262/cienciadigital.v3i2.6.575

Cera Castillo, E., Almagro, B., Conde García, C. y Sáenz-López Buñuel, P. (2015). Inteligencia emocional y motivación en educación física en secundaria. Retos: Nuevas Tendencias en Educación Física, Deporte y Recreación, 27, 8-13. https://doi.org/10.47197/retos.v0i27.34336

Cohen, J. (1992). Quantitative methods in psychology. Psychological Bulletin, 112(1), 155-159. https://doi.org/10.1037/0033-2909.112.1.155

Deci, E. L. & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Springer Science & Business Media.

Deci, E. L. & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268. https://doi.org/10.1207/S15327965PLI1104_01

Durán Vinagre, M. Á., Leador Albano, V. M., Sánchez Herrera, S. y Feu Molina, S. (2021). Motivación y TIC como reguladores de la actividad física en adolescentes: Una revisión sistemática. Retos: Nuevas Tendencias en Educación Física, Deporte y Recreación, 42, 785-797. https://doi.org/10.47197/RETOS.V42I0.88120

Goldie, J. G. S. (2016). Connectivism: A knowledge learning theory for the digital age? Medical Teacher, 38(10), 1064-1069. https://doi.org/10.3109/0142159X.2016.1173661

Hutmacher, D., Eckelt, M., Bund, A. & Steffgen, G. (2020). Does motivation in physical education have an impact on out-of-school physical activity over time? A longitudinal approach. International Journal of Environmental Research and Public Health, 17(19), 7258. https://doi.org/10.3390/ijerph17197258

Keller, J. M. (2010). Motivational design for learning and performance: The ARCS model approach. Springer.

Kirk, D. & Macdonald, D. (1998). Situated learning in physical education. Journal of Teaching in Physical Education, 17(3), 376-387. https://doi.org/10.1123/jtpe.17.3.376

Lave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.

Monguillot, M., González, C. y Montse, G. (2017). La colaboración virtual docente para diseñar situaciones de aprendizaje mediadas por TIC en educación física. Didacticae: Revista de Investigación en Didácticas Específicas, 2, 6-23. https://doi.org/10.1344/did.2017.2.6-23

Mujica Johnson, F. N. (2019). El dualismo cuerpo y alma en la educación física: Análisis de las ideas de José María Cagigal. Revista Digital de la Educación Física, 10(60), 116-126. https://emasf.webcindario.com/El_dualismo_cuerpo_y_alma_en_Educaci%C3%B3n_Fisica.pdf

Nowels, R. G. & Hewit, J. K. (2018). Improved learning in physical education through immediate video feedback. Strategies, 31(6), 5-9. https://doi.org/10.1080/08924562.2018.1515677

Olivera Beltrán, J. (2006). The contribution of José María Cagical to the sport humanism. Revista Internacional de Sociología (RIS), 64(44), 207-235. https://doi.org/10.3989/ris.2006.i44.34

Østerlie, O. & Mehus, I. (2020). The impact of flipped learning on cognitive knowledge learning and intrinsic motivation in norwegian secondary physical education. Education Sciences, 10(4), 110. https://doi.org/10.3390/educsci10040110

Potdevin, F., Vors, O., Huchez, A., Lamour, M., Davids, K. & Schnitzler, C. (2018). How can video feedback be used in physical education to support novice learning in gymnastics? Effects on motor learning, self-assessment and motivation. Physical Education and Sport Pedagogy, 23(6), 559-574. https://doi.org/10.1080/17408989.2018.1485138

Romdhane, M. & Khacharem, A. (2021). Controlling the display of videos in a physical education context: Effects on learning outcomes and situational interest. Physical Education & Sport Pedagogy, 1-13. https://doi.org/10.1080/17408989.2021.2005013

Rosenkranz, R. R., Ridley, K., Guagliano, J. M. & Rosenkranz, S. K. (2021). Physical activity capability, opportunity, motivation and behavior in youth settings: Theoretical framework to guide physical activity leader interventions. International Review of Sport and Exercise Psychology, 1-25. https://doi.org/10.1080/1750984X.2021.1904434

Simonton, K. L. & Garn, A. (2019). Exploring achievement emotions in physical education: The potential for the control-value theory of achievement emotions. Quest, 71(4), 434-446. https://doi.org/10.1080/00336297.2018.1542321

The Use of Educational Videos to Improve Student Motivation in the Physical Education Classroom