Processos motivacionais para a atividade física no contexto escolar em estudantes universitários colombianos: um estudo a partir da teoria da autodeterminação
DOI:
https://doi.org/10.17533/udea.efyd.v40n1a05Palavras-chave:
teoria da autodeterminação, atividade física, educação física, estudantes universitáriosResumo
O objetivo do estudo foi avaliar o papel dos processos motivacionais como preditores da prática de atividade física no tempo de lazer em universitários colombianos, a partir da Teoria da Autodeterminação. 193 estudantes completou um questionário auto-administrado sobre percepção de apoio do professor de educação física, satisfação e a frustração de necessidades psicológicas básicas, o Regulamento motivacional, percepção de suporte social e atividade física no tempo de lazer. O modelo mostrou uma correlação positiva e significativa entre o apoio e a satisfação das necessidades psicológicas básicas, auto-determinada motivação e apoio social para o total de atividade física e atividade física moderada a vigorosa, resulta coincidente com a análise de regressão multinomial e parcialmente com regressão linear, onde estava o velha, autónoma motivação e apoio para a autonomia como preditores significativos. Atividade física no tempo livre pode ser prevista a partir de fatores motivacionais e sua experiência dos alunos na aula de educação física no contexto escolar.
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