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Consecuencias del estilo docente en Educación Física: Diferencias entre Programas Bilingües y no Bilingües.

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Title: Consecuencias del estilo docente en Educación Física: Diferencias entre Programas Bilingües y no Bilingües.
Alternate Title: Consequences of teaching styles in Physical Education: Differences between Bilingual and non-Bilingual Programs.
Authors: García-Cazorla, Javier1 j.garcia@unizar.es, Fernández-Miguel, Guillermo1, Villafaña-Samper, Zilia1, Mayo-Rota, Carlos1, Diloy-Peña, Sergio2, Abós, Ángel1
Source: Magister: Revista de Formación del Profesorado e Innovación Educativa. ene-dic2025, Vol. 37 Issue 1, p1-8. 8p.
Subject Terms: *Physical education, *Bilingual education, *Psychology of students, *Motivation (Psychology), *Experiential learning, *Autonomy (Psychology), *Teaching methods
Abstract (English): Objective: The present study had two objectives. The first was to examine the relationship between students’ perceptions of the different (de)motivating teaching styles used by their Physical Education (PE) teachers and experiences in PE, perceived learning and intention to be active. Second, to examine possible differences between the study variables, depending on the educational programme to which the students belong (i.e., bilingual or non-bilingual). Method: This is a cross-sectional descriptive study involving 95 secondary school students from third and fourth grades (43 belong to the bilingual program). Results: The findings revealed a positive relationship between autonomy-supportive and structuring styles with positive experiences and learning in PE, while the chaotic style was negatively associated with positive experiences. Students in the bilingual program perceived that their teachers used greater autonomy support and less control, as well as that they had better experiences compared to those in the non-bilingual program. Conclusions: It appears necessary to create training programs for PE teachers that teach motivational strategies to promote motivating styles (i.e., autonomy support and structure) that enhance learning, experiences, and the intention to be active among students, especially in non-bilingual groups. [ABSTRACT FROM AUTHOR]
Abstract (Spanish): Objetivo: El presente estudio tuvo dos objetivos. El primero, examinar la relación entre las percepciones de los estudiantes sobre los distintos estilos motivacionales utilizados por sus docentes de Educación Física (EF) y las experiencias en las clases, el aprendizaje percibido y la intención de ser activo. El segundo, examinar las posibles diferencias entre las variables del estudio, en función del programa educativo al que pertenecen los estudiantes (i.e., bilingüe o no bilingüe). Método: Es un estudio descriptivo transversal donde participaron 95 estudiantes de tercer y cuarto curso de Educación Secundaria (43 pertenecen al programa bilingüe). Resultados: Los resultados mostraron una relación positiva de los estilos apoyo a la autonomía y estructura con las experiencias y el aprendizaje percibido en EF, mientras que el estilo caótico se relacionó negativamente con las experiencias. Los estudiantes del programa bilingüe percibieron que sus docentes utilizaban mayor apoyo a la autonomía y menos control, así como unas mejores experiencias en comparación del programa no bilingüe Conclusiones: Se considera necesario crear programas formativos para docentes de EF que enseñen estrategias motivacionales que ayuden a fomentar estilos motivadores (i.e., apoyo autonomía y estructura) que aumenten el aprendizaje percibido, las experiencias y la intención de ser activo de los estudiantes, especialmente en aquellos grupos no bilingües. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
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Abstract:Objective: The present study had two objectives. The first was to examine the relationship between students’ perceptions of the different (de)motivating teaching styles used by their Physical Education (PE) teachers and experiences in PE, perceived learning and intention to be active. Second, to examine possible differences between the study variables, depending on the educational programme to which the students belong (i.e., bilingual or non-bilingual). Method: This is a cross-sectional descriptive study involving 95 secondary school students from third and fourth grades (43 belong to the bilingual program). Results: The findings revealed a positive relationship between autonomy-supportive and structuring styles with positive experiences and learning in PE, while the chaotic style was negatively associated with positive experiences. Students in the bilingual program perceived that their teachers used greater autonomy support and less control, as well as that they had better experiences compared to those in the non-bilingual program. Conclusions: It appears necessary to create training programs for PE teachers that teach motivational strategies to promote motivating styles (i.e., autonomy support and structure) that enhance learning, experiences, and the intention to be active among students, especially in non-bilingual groups. [ABSTRACT FROM AUTHOR]
ISSN:02126796