TEACHING GAMES FOR UNDERSTANDING AND COOPERATIVE LEARNING: CAN THEIR HYBRIDIZATION INCREASE THE MOTIVATIONAL CLIMATE OF PHYSICAL EDUCATION STUDENTS?

作者：Ó. Chiva-Bartoll, Celina Salvador-García, P. Ruiz-Montero · 发表于：Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje · 年份：2018 · DOI：10.15516/cje.v20i2.2827 · 被引用次数：20 · 研究领域：Psychology

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. Key words: cooperative learning; motivational climate; physical education; secondary school; teaching methodology. --- Sažetak Rad istražuje razvoj motivacijske klime među ucenicima na satima Tjelesne i zdravstvene kulture putem hibridizacije suradnickog ucenja i modela ucenja igara s razumijevanjem u kontekstu nastavne jedinice posvecene rukometu. Uzorak od 96 ucenika prosjecne dobi od 15 godina podijeljen je u eksperimentalnu (31 ucenik) i kontrolnu skupinu (65 ucenika). Razvoj motivacijske klime potaknut hibridnim modelom (eksperimentalna skupina) uspoređ...