Motivación de logro y aprendizaje en Educación Físicaun estudio con escolares de Educación Secundaria con Trastorno por Déficit de Atención/Hiperactividad

  1. Miguel Villa de Gregorio
  2. María Isabel Barriopedro Moro
  3. Luis Miguel Ruiz Pérez
Revista:
Revista complutense de educación

ISSN: 1130-2496,  1988-2793

Año de publicación: 2023

Volumen: 34

Número: 3

Páginas: 529-539

Tipo: Artículo

DOI: 10.5209/RCED.79564 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Revista complutense de educación

Objetivos de desarrollo sostenible

Resumen

Schoolchildren with ADHD are characterized by presenting difficulties related to a wide range of psychosocial problems in terms of motivation for learning in Physical Education. The aim of this study was to analyzed the effect of a 12-week curriculum-based Physical Education lessons on achievement motivation, after 12 weeks, in a group of schoolchildren with attention deficit/hyperactivity disorder (ADHD) compare to another group with typically developing (TD). To assess achievement motivation, the Spanish adaptation of the AMPETe-4 test was applied. In this study participated 13 schoolchildren with ADHD and 13 schoolchildren with TD. The 12-week curriculum-based PE lessons, consisted of different curricular contents based on Legislative Decree 48/2015 form Community of Madrid (Spain) such as: 1. Fitness and track and field; 2. Basketball and foot orienteering, 3. Badminton and acrosport. AMPETe-4 test was applied before (pretest) and after (postest) 12 -week curriculum-based PE lessons. The results showed that schoolchildren with ADHD were less committed to learning in PE classes and with a lower perception of their motor competence compared to their peers with TD. Schoolchildren with ADHD, in both assessments, showed higher levels of anxiety when making mistakes than their peers with TD. However, schoolchildren with TD, in the post-test, showed lower levels of anxiety when making mistakes compared to the pre-test. Likewise, it can be highlighted that, in the posttest, both groups of schoolchildren, improved their levels in all dimensions of the tool applied. From this study it is deduced that PE can be an excellent way to improve the psychosocial development of schoolchildren, whether or not they manifest ADHD.

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Fuente de los datos: Dialnet