THE INFLUENCE OF TEACHER-STUDENT COMMUNICATION ON THE IMPORTANCE OF PHYSICAL EDUCATION
Abstract
During adolescence, there is a significant risk of sports abandonment associated with sedentarism and overweight. For this reason, Physical Education (PE) classes should be an opportunity to bring physical activity and sport closer to schoolchildren developing, and consolidating healthy lifestyle habits. Considering the importance that teaching communication procedures can have in the motivation of students, and given the lack of specific studies that investigate the influence of these processes on the motivation to practice sport in the context of PE, the aim of this study is to determine the effect of the teacher's communicational dimensions (challenging, encouragement and praise, non-verbal support, understanding and friendliness, and controlling) on the perception of the importance given to PE. The sample was composed of a total of 203 PE students between 10 and 16 years old. The mean (M), standard deviation (SD), skewness (S) and kurtosis (K) of the dimensions of the Teacher Communication (TC) and Importance of Physical Education (IPE) were analysed. In order to determine the relationship between the variables analysed, Pearson’s correlation is used. With an aim of determining the effect of the perception of the TC in the classroom on the students' IPE, linear regression is carried out. In data processing, the SPSS 23.0 software is used. The results obtained show that the TC has an effect of 19.7% on IPE. Understanding and friendliness, and controlling dimension are being analysed with the highest standardized regressions coefficient in students' perception of IPE.
Keywords
Full Text:
PDFReferences
Abula, K., Beckmann, J., He, Z., Cheong, C., Lu, F., & Gröpel, P. (2020). Autonomy support in physical education promotes autonomous motivation towards leisure-time physical activity: Evidence from a sample of Chinese college students. Health Promotion International, 35(1), 1-10.
Aibar, A., Julián, J.A., Murillo, B., García-González, L., Estrada, S., & Bois, J. (2015). Actividad física y apoyo de la autonomía: El rol del profesor de educación física (Physical activity and autonomy support: The role of the physical education teacher). Revista De Psicología Del Deporte, 24(1), 155-161. In Spanish
Akudo, F.U. (2020). Relationship between teachers’ effective communication and students’ motivation in learning in secondary schools in Anambra state. International Journal of Scientific and Technology Research, 9(4), 3545-3548.
Armstrong, S.W., & Hope, W.C. (2016). Technical college teachers’ communication and its impact on student motivation. Journal of Education and Human Development, 5(1), 24-33.
Baena-Extremera, A., Gómez-López, M., Granero-Gallegos, A., & Abraldes, J.A. (2014). Motivation, motivational climate and importance of Physical Education. Procedia-Social and Behavioral Sciences, 132, 37-42.
Biddle, S.J., Ciaccioni, S., Thomas, G., & Vergeer, I. (2019). Physical activity and mental health in children and adolescents: an updated review of reviews and an analysis of causality. Psychology of Sport and Exercise, 42, 146-155.
Cabello, A., Moyano, M., & Tabernero, C. (2018). Procesos psicosociales en educación física: Actitudes, estrategias y clima motivacional percibido (Psychosocial processes in physical education: Attitudes, strategies and perceived motivational climate). Retos, 34, 19-24. In Spanish
Cabrera Cuevas, J.D. (2003). Discurso docente en el aula (Teacher speech in the classroom). Estudios Pedagógicos (Valdivia), 18(29), 7-26. In Spanish
Cabrera-Ramos, J.F. (2020). Producción científica sobre integración de TIC a la educación física. Estudio bibliométrico en el periodo 1995-2017 (Scientific production on the integration of ICT to physical education. Bibliometric study in the period 1995-2017). Retos, 37, 748-754. In Spanish
Cañabate, D., Martínez, G., Rodríguez, D., & Colomer, J. (2018). Analysing emotions and social skills in physical education. Sustainability, 10(5), 1-8.
Cho, M., & Kim, J. (2019). A study of factors affecting the physical activity of youth: Analysis of data from the 13th youth health behavior online survey in 2017. Journal of Exercise Rehabilitation, 15(1), 8-14.
Cooper, D.M., & Radom-Aizik, S. (2019). Exercise-associated prevention of adult cardiovascular disease in children and adolescents: Monocytes, molecular mechanisms, and a call for discovery. Pediatric Research, 87(2), 309-318.
Corder, K., Winpenny, E., Love, R., Brown, H.E., White, M., & Van Sluijs, E. (2019). Change in physical activity from adolescence to early adulthood: a systematic review and meta-analysis of longitudinal cohort studies. British Journal of Sports Medicine, 53(8), 496-503.
Costigan, S.A., Lubans, D.R., Lonsdale, C., Sanders, T., & del Pozo Cruz, B. (2019). Associations between physical activity intensity and well-being in adolescents. Preventive Medicine, 125, 55-61.
Cvejić, D., Buišić, S., Mitrović, N., & Ostojić, S. (2019). Aerobic activity of students during physical education fitt classes. Facta Universitatis Series Physical Education and Sport, 16(3), 515-524.
Díaz-Barahona, J. (2020). Retos y oportunidades de la tecnología móvil en la educación física (Challenges and opportunities of mobile technology in physical education). Retos, 37, 763-773. In Spanish
Duta, N., Panisoara, G., & Panisoara, I. (2015). The effective communication in teaching. Diagnostic study regarding the academic learning motivation to students. Procedia Social and Behavioral Sciences, 186, 1007-1012.
Eupena, R.G. (2012). Teacher communication behavior: It’s impact to the students’ attitude in learning science. IAMURE: International Journal of Social Sciences, 3(1), 147-163.
Fairclough, S., & Stratton, G. (2005). ‘Physical education makes you fit and healthy’. Physical education's contribution to young people's physical activity levels. Health Education Research, 20(1), 14-23.
Farooq, A., Martin, A., Janssen, X., Wilson, M.G., Gibson, A., Hughes, A., et al. (2020). Longitudinal changes in moderate-to-vigorous-intensity physical activity in children and adolescents: a systematic review and meta-analysis. Obesity Reviews, 21(1), 1-15.
Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39-50.
Gordon, C.M. (2020). Childhood obesity prevention in adolescents. American Journal of Nursing, 8(1), 91-102.
Grao-Cruces, A., Loureiro, N., Fernández-Martínez, A., & Mota, J. (2016). Influencia de padres y amigos sobre la actividad física de tiempo libre en estudiantes españoles de 12-16 años: Diferencias por sexo e intensidad (Influence of parents and friends on leisure time physical activity in Spanish students aged 12-16 years: Differences by gender and intensity). Nutrición Hospitalaria, 33(4), 790-793. In Spanish
Güleç, S., & Leylek, B.S. (2018). Communication skills of classroom teachers according to various variables. Universal Journal of Educational Research, 6(5), 857-862.
Hein, V., Müür, M., & Koka, A. (2004). Intention to be physically active after school graduation and its relationship to three types of intrinsic motivation. European Physical Education Review, 10(1), 5-19.
Jiménez, R., García, T., Santos-Rosa, F.J., Moreno, A., & Cervelló, E.M. (2010). Análisis de las relaciones entre orientaciones de meta, clima motivacional, valoración de la educación física y flow disposicional en estudiantes de educación física en secundaria (Analysis of the relationships between goal orientations, motivational climate, assessment of physical education and dispositional flow in physical education students in secondary school). Infancia y Aprendizaje, 33(1), 107-116. In Spanish
Kaya, E., Ozay, E., & Sezek, F. (2008). Application of a questionnaire to describe teacher-students communication behaviour in a University in Turkey. International Journal of Environmental and Science Education, 3(1), 26-29.
Kelly, A., & Sains, B. (2017). Talkabout for teenagers: Developing social and emotional communication skills. Routledge. Taylor and Francis Group, New York.
Khine, M.S., & Fisher, D.L. (2003). Teacher-student interactions in science classrooms in Brunei. The Journal of Classroom Interaction, 38(2), 21-28.
Kilpatrick, M., Hebert, E., & Jacobsen, D. (2002). Physical activity motivation: a practitioner’s guide to self-determination theory. Journal of Physical Education, Recreation and Dance, 73(4), 36-41.
Lambrechts, W., Mulà, I., Ceulemans, K., Molderez, I., & Gaeremynck, V. (2013). The integration of competences for sustainable development in higher education: an analysis of bachelor programs in management. Journal of Cleaner Production, 48, 65-73.
Lim, B.S.C., & Wang, C.K.J. (2009). Perceived autonomy support, behavioural regulations in physical education and physical activity intention. Psychology of Sport and Exercise, 10(1), 52-60.
Lindgren, E., Haraldsson, K., & Håman, L. (2019). Voices from pupil participation in the health promotion intervention “pulse for learning and health (PULH)” in primary and middle school. International Journal of Environmental Research and Public Health, 16(22), 1-16.
Love, R.E., Adams, J., & van Sluijs, E.M.F. (2017). Equity effects of children’s physical activity interventions: a systematic scoping review. International Journal of Behavioral Nutrition and Physical Activity, 14, 134, https://doi.org/10.1186/s12966-017-0586-8.
Matos, D.A.S., Leite, W.L., Brown, G.T.L., & Cirino, S.D. (2014). An analysis of the factorial structure of the teacher communication behavior questionnaire with Brazilian high school science students. Psicologia: Teoria e Pesquisa, 30(2), 223-234.
Mayorga-Vega, D., Martínez-Baena, A., & Viciana, J. (2018). Does school physical education really contribute to accelerometer-measured daily physical activity and non-sedentary behaviour in high school students? Journal of Sports Sciences, 36(17), 1913-1922.
Meeus, W. (2011). The study of adolescent identity formation 2000-2010: A review of longitudinal research. Journal of Research on Adolescence, 21(1), 75-94.
Meeus, W. (2016). Adolescent psychosocial development: A review of longitudinal models and research. Developmental Psychology, 52(12), 1969-1993.
Mielgo-Ayuso, J., Aparicio-Ugarriza, R., Castillo, A., Ruiz, E., Avila, J. M., Aranceta-Bartrina, J., et al. (2017). Sedentary behavior among Spanish children and adolescents: Findings from the ANIBES study. BMC Public Health, 17(1), 94.
Moreno Murcia, J., Coll, D., & Ruiz, L. (2009). Self-determined motivation and physical education importance. Journal of Human Movement Studies, 10(1), 1-7.
Moreno-Murcia, J.A., Huéscar, E., Peco, N., Alarcón, E., & Cervelló, E. (2013). Relación del feed-back y las barreras de comunicación del docente con la motivación intrínseca de estudiantes adolescentes de educación física (Relationship between teacher feedback and communication barriers with the intrinsic motivation of adolescent physical education students). Anales de Psicología, 29(1), 257-263. In Spanish
Moy, B., Renshaw, I., & Davids, K. (2016). The impact of nonlinear pedagogy on physical education teacher education students' intrinsic motivation. Physical Education and Sport Pedagogy, 21(5), 517-538.
Nasheeda, A., Abdullah, H.B., Krauss, S.E., & Ahmed, N.B. (2019). A narrative systematic review of life skills education: effectiveness, research gaps and priorities. International Journal of Adolescence and Youth, 24(3), 362-379.
Ridley, K., & Dollman, J. (2019). Changes in physical activity behaviour and psychosocial correlates unique to the transition from primary to secondary schooling in adolescent females: a longitudinal cohort study. International Journal of Environmental Research and Public Health, 16(24), doi: 10.3390/ijerph16244959
Rizo García, M. (2007). Interacción y comunicación en entornos educativos: Reflexiones teóricas, conceptuales y metodológicas (Interaction and communication in educational environments: Theoretical, conceptual and methodological reflections). E-Compós, 8, 1-16. In Spanish
Ryan, R.M., & Deci, E.L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67.
Sevil-Serrano, J., Aibar, A., Abós, Á., Generelo, E., & García-González, L. (2020). Improving motivation for physical activity and physical education through a school-based intervention. Journal of Experimental Education, doi.org/10.1080/00220973.2020.1764466
She, H., & Fisher, D. (2000). The development of a questionnaire to describe science teacher communication behavior in Taiwan and Australia. Science Education, 84(6), 706-726.
Sierra-Díaz, M.J., González-Víllora, S., Pastor-Vicedo, J.C., & López-Sánchez, G.F. (2019). Can we motivate students to practice physical activities and sports through models-based practice? A systematic review and meta-analysis of psychosocial factors related to physical education. Frontiers in Psychology, 10, 2115. doi: 10.3389/fpsyg.2019.02115
Slingerland, M., & Borghouts, L. (2011). Direct and indirect influence of physical education-based interventions on physical activity: a review. Journal of Physical Activity and Health, 8(6), 866-878.
Sparks, C., Dimmock, J., Whipp, P., Lonsdale, C., & Jackson, B. (2015). "Getting connected": High school physical education teacher behaviors that facilitate students' relatedness support perceptions. Sport, Exercise, and Performance Psychology, 4(3), 219-236.
van de Kop, J.H., van Kernebeek, W.G., Otten, R.H., Toussaint, H.M., & Verhoeff, A.P. (2019). School-based physical activity interventions in prevocational adolescents: A systematic review and meta-analyses. Journal of Adolescent Health, 65(2), 185-194.
van der Vleuten, C., van den Eertwegh, V., & Giroldi, E. (2019). Assessment of communication skills. Patient Education and Counseling, 102(11), 2110-2113.
Viner, R.M., Ross, D., Hardy, R., Kuh, D., Power, C., Johnson, A., et al. (2015). Life course epidemiology: Recognising the importance of adolescence. Journal of Epidemiology and Community Health, 69(8), 719-720.
Wallhead, T.L., Garn, A.C., & Vidoni, C. (2014). Effect of a sport education program on motivation for physical education and leisure-time physical activity. Research Quarterly for Exercise and Sport, 85(4), 478-487.
Wilhelmsen, T., Sørensen, M., & Seippel, Ø.N. (2019). Motivational pathways to social and pedagogical inclusion in physical education. Adapted Physical Activity Quarterly, 36(1), 19-41.
Wiemann, M.O. (2011). La comunicación en las relaciones interpersonales (Communication in interpersonal relationships). Editorial UOC, London. In Spanish
World Medical Association. (2013). World Medical Association Declaration of Helsinki: Ethical principles for medical research involving human subjects. JAMA, 310(20), 2191-2194.
Yildiz, K., Güzel, P., & Zerengök, D. (2019). A theoretical approach to the use of information and communication technologies in physical education. SPORT TK: Revista Euroamericana de Ciencias del Deporte, 8(2), 81-88.
DOI: https://doi.org/10.22190/FUPES200916061E
Refbacks
ISSN 1451-740X (Print)
ISSN 2406-0496 (Online)