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A Hybrid TGfU/SE Volleyball Teaching Unit for Enhancing Motivation in Physical Education: A Mixed-Method Approach

Author

Listed:
  • Alexander Gil-Arias

    (Centre for Sport Studies, Rey Juan Carlos University, Fuenlabrada, 28943 Madrid, Spain)

  • Sergio Diloy-Peña

    (EFYPAF “Physical Education and Physical Activity Promotion” Research Group, Faculty of Health and Sport Sciences, University of Zaragoza, 22002 Huesca, Spain)

  • Javier Sevil-Serrano

    (EFYPAF “Physical Education and Physical Activity Promotion” Research Group, Faculty of Health and Sport Sciences, University of Zaragoza, 22002 Huesca, Spain)

  • Luis García-González

    (EFYPAF “Physical Education and Physical Activity Promotion” Research Group, Faculty of Health and Sport Sciences, University of Zaragoza, 22002 Huesca, Spain)

  • Ángel Abós

    (EFYPAF “Physical Education and Physical Activity Promotion” Research Group, Faculty of Social Sciences and Humanities, University of Zaragoza, 44003 Teruel, Spain)

Abstract

Grounded in self-determination theory, this pre-experimental study analyzed the effects of a hybrid teaching games for understanding/sport education (TGfU/SE) volleyball teaching unit on students’ motivational outcomes, using a mixed-method approach. It also examined whether the intervention was equally effective for boys and girls. Participants were 53 secondary school students ( M age = 15.50, SD age = 0.57) who were taught through a hybrid TGfU/SE unit. The structure of this unit was designed according to the characteristics of SE model, while learning tasks were designed by using the pedagogical principles of TGfU model. Both self-reported validated questionnaires and focus groups were used before and after intervention to assess students’ motivational responses. After the hybrid TGfU/SE unit, both quantitative and qualitative findings showed improvements in students’ perceptions of need-support from the physical education (PE) teacher, basic psychological needs satisfaction, novelty, and variety satisfaction, as well as intrinsic motivation compared to baseline values. Although the hybrid TGfU/SE unit was effective in both genders, a large effect size was found for girls. Despite the existence of social and cultural stereotypes in team sports such as volleyball in favor of boys, results highlight the importance of developing hybrid TGfU/SE units to improve students’ motivational outcomes, especially in girls.

Suggested Citation

  • Alexander Gil-Arias & Sergio Diloy-Peña & Javier Sevil-Serrano & Luis García-González & Ángel Abós, 2020. "A Hybrid TGfU/SE Volleyball Teaching Unit for Enhancing Motivation in Physical Education: A Mixed-Method Approach," IJERPH, MDPI, vol. 18(1), pages 1-20, December.
    • Handle: RePEc:gam:jijerp:v:18:y:2020:i:1:p:110-:d:468615
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    Citations

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    Cited by:

    1. Yafei Shen & Weide Shao, 2022. "Influence of Hybrid Pedagogical Models on Learning Outcomes in Physical Education: A Systematic Literature Review," IJERPH, MDPI, vol. 19(15), pages 1-16, August.
    2. David Manzano-Sánchez & Alberto Gómez-Mármol & Luis Conte Marín & José Francisco Jiménez-Parra & Alfonso Valero-Valenzuela, 2021. "Future Academic Expectations and Their Relationship with Motivation, Satisfaction of Psychological Needs, Responsibility, and School Social Climate: Gender and Educational Stage," IJERPH, MDPI, vol. 18(9), pages 1-10, April.

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