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From Students’ Personal and Social Responsibility to Autonomy in Physical Education Classes

Author

Listed:
  • Alfonso Valero-Valenzuela

    (Facultad de Ciencias de la Actividad Física y el Deporte, Universidad de Murcia, 30720 San Javier, Murcia, Spain)

  • Gabriel López

    (Facultad de Ciencias de la Actividad Física y el Deporte, Universidad de Murcia, 30720 San Javier, Murcia, Spain)

  • Juan Antonio Moreno-Murcia

    (Centro de investigación del deporte, Universidad de Miguel Hernández, 03202 Elche, Alicante, Spain)

  • David Manzano-Sánchez

    (Facultad de Ciencias de la Actividad Física y el Deporte, Universidad de Murcia, 30720 San Javier, Murcia, Spain)

Abstract

The objective of this study was to analyze the effect that the application of the personal and social responsibility model has on students’ perception of a teacher’s interpersonal style and on the perception of autonomy. A quasi-experimental design was used with a control group (n = 60) and an experimental group (n = 60) to which the intervention was applied. Participants were aged between 10 and 13 years. As the main results, the experimental group saw improvements in support for the autonomous interpersonal style, in the need for autonomy satisfaction and also in the perception of personal and social responsibility. Perception of the controlling style decreased. In conclusion, the use of this type of program in educational centers is recommended for its benefits with regard to students’ autonomy and personal and social responsibility.

Suggested Citation

  • Alfonso Valero-Valenzuela & Gabriel López & Juan Antonio Moreno-Murcia & David Manzano-Sánchez, 2019. "From Students’ Personal and Social Responsibility to Autonomy in Physical Education Classes," Sustainability, MDPI, vol. 11(23), pages 1-10, November.
    • Handle: RePEc:gam:jsusta:v:11:y:2019:i:23:p:6589-:d:289693
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    References listed on IDEAS

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    1. Yi-Hsiang Pan & Chen-Hui Huang & I-Sheng Lee & Wei-Ting Hsu, 2019. "Comparison of Learning Effects of Merging TPSR Respectively with Sport Education and Traditional Teaching Model in High School Physical Education Classes," Sustainability, MDPI, vol. 11(7), pages 1-15, April.
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    Cited by:

    1. 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.
    2. José Francisco Jiménez-Parra & David Manzano-Sánchez & Alfonso Valero-Valenzuela, 2022. "The Evaluation and Fidelity of an Interdisciplinary Educational Programme," Sustainability, MDPI, vol. 14(21), pages 1-18, November.
    3. Aaron Rillo-Albert & Unai Sáez de Ocáriz & Antoni Costes & Pere Lavega-Burgués, 2021. "From Conflict to Socio-Emotional Well-Being. Application of the GIAM Model through Traditional Sporting Games," Sustainability, MDPI, vol. 13(13), pages 1-19, June.

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