Efectos de una unidad híbrida (MED/TGfU) en las NPB y autonomía de educadores físicos en formación

Abstract

As traditional teaching methods in physical education evolve, innovative models are increasingly crucial for enhancing students’ motivation and sense of autonomy. This research aimed to analyse the impact of two teaching units in handball. One was a hybrid SEM/TGfU unit, and the other was a CLA unit. The focus was on assessing their effects on students’ Basic Psychological Needs (BPN) and autonomy support. These models were selected for their proven effectiveness in enhancing motivation and autonomy in physical education, while CLA was included for its focus on task constraints and decision-making. The study was conducted within a Spanish university setting, involving 38 university students (11 females, 29 males) who participated in a hybrid SEM/TGfU unit or a CLA unit over 12 handball lessons. Motivation and satisfaction were assessed using validated questionnaires in a pre/post-intervention quasi-experimental design. A 2 (pedagogical model) x 2 (test-time) multivariate analysis of variance revealed significant improvements in autonomy (p = 0.01, d = -0.78) and competence (p = 0.08, d = -0.62) for the hybrid group, with no significant change in relatedness (p = 0.54, d = -0.21). Additionally, students taught with the hybrid model reported a greater perception of teacher autonomy support in terms of interest in students’ opinions (p = 0.001, η² = 0.76) and assessment of autonomous behavior (p = 0.01, η² = 0.36). Motivation and satisfaction were assessed using validated questionnaires, administered in a pre/post-intervention design to measure changes resulting from each intervention. This study provides preliminary evidence that a hybrid SEM/TGfU unit can effectively enhance students’ motivation and satisfaction, leading to notable improvements in autonomy, competence, and perceptions of teacher autonomy support, while no significant differences were observed in relatedness.