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Physical Education Classes and Responsibility: The Importance of Being Responsible in Motivational and Psychosocial Variables

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  • David Manzano-Sánchez

    (Faculty of Sport Sciences, University of Murcia, Santiago de la Rivera S/N, 30720 Murcia, Spain)

Abstract

The objective of this research work was to analyse the different profiles that can be identified, based on levels of responsibility in relation to Self-Determination Theory, school climate and violence in Physical Education classes. For this, a total of 470 students of Compulsory Secondary Education or Baccalaureate were given a questionnaire where aspects related to motivation, basic psychological needs, responsibility, school social climate and violence were analysed. An analysis of these profiles was conducted, taking into account the variables of “personal responsibility” and “social responsibility”, with the results leading to the conclusion that three profiles exist: “low responsibility” (n = 89), “moderate responsibility” (n = 187) and “high responsibility” (n = 194). The results reflected statistically significant differences in all the variables between the three profiles. The high responsibility cluster obtained significantly higher values for the different constructs of motivation (except in external regulation, where there were no differences, compared to the “moderate responsibility” group), basic psychological needs and school social climate. On the other hand, it obtained lower values in amotivation and violence, with no differences based on the sex or age of the participants in the distribution of the clusters. It is concluded that the more responsible profile can have positive results in psychological variables in Physical Education classes and in the general educational field. For this reason, the use of active methodologies, which have been extensively studied to promote responsibility in PE classes, could be an appropriate strategy to achieve a more adaptive psychological profile regardless of the gender or age of the students.

Suggested Citation

  • David Manzano-Sánchez, 2022. "Physical Education Classes and Responsibility: The Importance of Being Responsible in Motivational and Psychosocial Variables," IJERPH, MDPI, vol. 19(16), pages 1-14, August.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:16:p:10394-:d:893620
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    References listed on IDEAS

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    1. David Manzano-Sánchez & Alberto Gómez-Marmol & José Francisco Jiménez-Parra & Isabel Gil Bohórquez & Alfonso Valero-Valenzuela, 2021. "Motivational profiles and their relationship with responsibility, school social climate and resilience in high school students," PLOS ONE, Public Library of Science, vol. 16(8), pages 1-13, August.
    2. David Manzano-Sánchez & Alfonso Valero-Valenzuela & Antonio Conde-Sánchez & Ming-Yao Chen, 2019. "Applying the Personal and Social Responsibility Model-Based Program: Differences According to Gender between Basic Psychological Needs, Motivation, Life Satisfaction and Intention to be Physically Act," IJERPH, MDPI, vol. 16(13), pages 1-11, July.
    3. Alfonso Valero-Valenzuela & Oleguer Camerino & David Manzano-Sánchez & Queralt Prat & Marta Castañer, 2020. "Enhancing Learner Motivation and Classroom Social Climate: A Mixed Methods Approach," IJERPH, MDPI, vol. 17(15), pages 1-14, July.
    4. Motoko Akiba & Guodong Liang, 2016. "Effects of teacher professional learning activities on student achievement growth," The Journal of Educational Research, Taylor & Francis Journals, vol. 109(1), pages 99-110, January.
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