Keywords
bilingual
outcomes
motivational strategies
students Conductas de enseñanza
bilingüe
consecuencias
estrategias motivacionales
alumnado
How to Cite
Abstract
Objective: The present study had two objectives. The first was to examine the relationship between students’ perceptions of the different (de)motivating teaching styles used by their Physical Education (PE) teachers and experiences in PE, perceived learning and intention to be
active. Second, to examine possible differences between the study variables, depending on the educational programme to which the students belong (i.e., bilingual or non-bilingual).
Method: This is a cross-sectional descriptive study involving 95 secondary school students from third and fourth grades (43 belong to the bilingual program).
Results: The findings revealed a positive relationship between autonomy-supportive and structuring styles with positive experiences and learning in PE, while the chaotic style was negatively associated with positive experiences. Students in the bilingual program perceived that their teachers used greater autonomy support and less control, as well as that they had better experiences compared to those in the non-bilingual program.
Conclusions: It appears necessary to create training programs for PE teachers that teach motivational strategies to promote motivating styles (i.e., autonomy support and structure) that enhance learning, experiences, and the intention to be active among students, especially in
non-bilingual groups
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