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dc.contributor.authorGuijarro Romero, Santiago
dc.contributor.authorMayorga-Vega, Daniel
dc.contributor.authorCasado Robles, Carolina
dc.contributor.authorViciana Ramírez, Jesús 
dc.date.accessioned2022-05-04T11:31:46Z
dc.date.available2022-05-04T11:31:46Z
dc.date.issued2022-02-02
dc.identifier.citationGuijarro-Romero S, Mayorga-Vega D, Casado-Robles C, Viciana J. Could an intermittent Physical Education-based fitness teaching unit affect secondary school students’ motivation, autotelic experience, and physical self-concept? A cluster-randomized controlled trial. Phys Act Rev 2022; 10(1): 31-43. [doi: 10.16926/par.2022.10.04]es_ES
dc.identifier.urihttp://hdl.handle.net/10481/74694
dc.descriptionThe authors want to thank you to all the students and the Physical Education teachers who made this research possible. We also thank Aliisa Hatten for the English revision of the manuscript. Santiago Guijarro-Romero and Carolina Casado-Robles are supported by a research grant from the Spanish Ministry of Universities [grant number: FPU15/02387 and FPU16/03314, respectively].es_ES
dc.description.abstractObjective: The purpose of the present study was to compare the effects of traditional and intermittent physical fitness-based teaching units on secondary school students’ motivation toward Physical Education, autotelic experience, and physical self-concept. Methods: Six classes [126 students (57.9% females) aged 13-15 years], balanced by grade, were cluster-randomly assigned into control (n = 40), traditional (n = 34) and innovative (n = 52) groups. The traditional group performed a physical fitness teaching unit twice a week for nine weeks (35-40 minutes of the main part of each session). The innovative group worked during the first half of the sessions’ main part (18-20 minutes) similarly to the traditional group, and during the second half they worked on invasion sports. Before and after the intervention, students’ motivation toward Physical Education and physical self-concept were measured through the Perceived Locus of Causality-II Scale and the short form of the Physical Self Description Questionnaire. Results: The Multilevel Linear Model showed that the control group students decreased statistically significantly in the integrated, introjected, and controlled motivation compared to those from the innovative and traditional groups (p < 0.05; d = 0.17-0.51). However, no statistically significant differences in the other motivational dimensions, nor on the autotelic experience and physical self-concept dimensions were found between the three groups (p > 0.05). Conclusion: Regardless of the teaching unit structure applied (i.e., traditional or intermittent), it could be necessary that Physical Education teachers apply specific strategies for improving these psychological variables of the students.es_ES
dc.description.sponsorshipSpanish Ministry of Universities FPU15/02387es_ES
dc.description.sponsorshipSpanish Ministry of Universities FPU16/03314es_ES
dc.language.isoenges_ES
dc.publisherProjackes_ES
dc.rightsAtribución 3.0 España*
dc.rights.urihttp://creativecommons.org/licenses/by/3.0/es/*
dc.subjectInnovative interventiones_ES
dc.subjectPhysical educationes_ES
dc.subjectSatisfactiones_ES
dc.subjectPhysical self-perceptionses_ES
dc.subjectHigh school students es_ES
dc.titleCould an intermittent Physical Education-based fitness teaching unit affect secondary school students’ motivation, autotelic experience, and physical self-concept? A cluster-randomized controlled triales_ES
dc.typeinfo:eu-repo/semantics/articlees_ES
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses_ES
dc.identifier.doi10.16926/par.2022.10.04
dc.type.hasVersioninfo:eu-repo/semantics/publishedVersiones_ES


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