Percepción de las estrategias que emplean los profesores para mantener la disciplina, razones de los alumnos para ser disciplinados y comportamiento en educación física. (Perceived teachers’ strategies to sustain discipline, pupils’ reasons for being disciplined, and pupils’ behavior in physical education).

Resumen

Este trabajo ha relacionado la percepción de las estrategias de los profesores para la disciplina, las razones de los alumnos para ser disciplinados y su comportamiento en educación física (EF). Participaron 2189 adolescentes de 13 a 17 años, que respondieron cuestionarios sobre estrategias para mantener la disciplina, razones para la disciplina y disciplina-indisciplina en EF. La edad y el género de los alumnos son variables diferenciadoras, mientras que la interacción género de los alumnos x género de los profesores no aporta diferencias significativas. Los análisis de regresión han mostrado que las razones intrínsecas de los alumnos y de los profesores y las razones responsables y de preocupación por los demás de los alumnos, predicen la disciplina en EF. Por el contrario, los predictores más importantes de la indisciplina de los alumnos han sido la indiferencia del profesor y la falta de razones de los alumnos para ser disciplinados. Se discuten los resultados en el marco de la teoría de la autodeterminación y en términos de aportación al proceso de enseñanza-aprendizaje de los adolescentes.

Palabras clave: adolescentes; educación física; teoría de la autodeterminación; disciplina.

Abstract

The purpose of this study was to analyze the relationships among perceived teachers’ strategies to maintain discipline, pupils’ reasons for being disciplined and pupils’ behavior in physical education (PE). A sample of 2189 Spanish adolescents, ages 13 to 17 years, responded questionnaires about strategies to sustain discipline, reasons for being disciplined and self-reported discipline in PE lessons. The pupils’ age and gender were variables that determined the results, while the interaction pupils’ by teachers’ gender did not generate significant differences. The regression analyses show that the better predictors of pupils’ discipline were the pupils’ and teachers’ intrinsic reasons, and the pupils’ caring and responsibility reasons for being disciplined. On the contrary, the most important predictors of pupils’ indiscipline were the teachers’ indifference and pupils’ no reasons for being disciplined. Results are discussed in the self-determination theory framework and practical issues to adolescents’ teaching-learning process.

Key words: adolescents; physical education; self-determination theory; discipline.

doi:10.5232/ricyde2011.02203

Texto completo: PDF

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