Novedad, emociones e intención de ser físicamente activo en estudiantes de Educación Física
- Sebastián Fierro-Suero
- David González-Cutre
- Luis Murta
- Bartolomé J. Almagro
- Pedro Sáenz-López Buñuel
ISSN: 2014-0983
Year of publication: 2024
Issue: 156
Pages: 47-56
Type: Article
More publications in: Apunts: Educación física y deportes
Abstract
En los últimos años se ha puesto de manifiesto la importancia que juegan las emociones de los y las estudiantes en las clases de Educación Física. Asimismo, recientemente la novedad ha sido propuesta como candidata a ser una necesidad psicológica básica. Hasta la fecha, ningún estudio se ha centrado de manera específica en analizar las relaciones entre estos dos constructos, que es el objetivo principal del trabajo. Para ello, se testó un modelo de ecuaciones estructurales con 799 estudiantes de Educación Física con una edad media de 13.16 años (DT =1.17). Los resultados mostraron que la percepción que tienen los y las estudiantes de las estrategias de apoyo a la novedad por parte de sus docentes predijo la satisfacción de esta necesidad (ß = .81; p < .01). A su vez, la satisfacción de novedad predijo de forma positiva las emociones positivas y de manera negativa las emociones negativas, destacando las varianzas explicadas del disfrute (52 %), orgullo (41 %) y aburrimiento (37 %). Finalmente, las emociones disfrute (ß = .45; p <.01) y desesperanza (ß = -.16; p < .01) predijeron la intención de ser físicamente activo en el futuro. Estos resultados muestran la importancia de la novedad para hacer de la Educación Física una experiencia emocional positiva y su efecto en la creación de hábitos saludables
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