Original scientific paper
https://doi.org/10.15516/cje.v20i2.2827
Teaching Games for Understanding and Cooperative Learning: Can Their Hybridization Increase Motivational Climate among Physical Education Students?
Óscar Chiva-Bartoll
orcid.org/0000-0001-7128-3560
; Jaume I University, Department of Education
Celina Salvador-García
; Jaume I University, Department of Education
Pedro Jesús Ruiz-Montero
; University of Granada, Physical Education and Sport Department
Abstract
The present study examines the evolution of Motivational Climate among Physical Education students through the hybridization of Cooperative Learning and the Teaching Games for Understanding model in a handball didactic unit. A sample of 96 students, whose average age was fifteen, were divided into an experimental group of 31 students and a control group of 65 students. The Motivational Climate evolution promoted by the hybrid model (experimental group) was compared with the results obtained through a traditional learning approach (control group). The results show differences in the Task-involvement scale, (Effort/ Improvement and Important Role subscales), and in the Ego-involvement scale (Unequal Recognition subscale). In conclusion, in accordance with results obtained by similar research on other sports, significant differences were found between the two scales with regard to the perceived motivational climate.
Keywords
cooperative learning; motivational climate; physical education; secondary school; teaching methodology
Hrčak ID:
204134
URI
Publication date:
28.6.2018.
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