El modelo de Educación Deportiva en la escuela rural: amistad, responsabilidad y necesidades psicológicas básicas (The Sport Education model in a rural school: friendship, responsibility and psychological basic needs)
Bibliographic record
Abstract
El objetivo de este trabajo fue comprobar el impacto de una temporada según el modelo de Educación Deportiva (MED) sobre la satisfacción de las necesidades psicológicas básicas, la responsabilidad y las relaciones sociales en escolares de Educación Primaria. Los estudiantes pertenecían a un centro rural con agrupaciones multinivel, donde estudiantes con diferente edad (8-10 y 10-12 años) y nivel madurativo conviven en una misma clase. Se realizó un diseño cuasi-experimental pre-test/post-test con un único grupo de medida (N = 24, M edad = 10.12; DT 1.29), al que se aplicó un único nivel de tratamiento. Las necesidades psicológicas básicas (autonomía, competencia y relación) fueros evaluadas con la Basic Psychological Needs in Exercise Scale, la responsabilidad mediante una escala basada en los niveles propuestos en el Modelo de Responsabilidad Personal y Social (Hellison, 2011), y las relaciones sociales con un cuestionario sociométrico. Además, la percepción de los estudiantes fue analizada con un grupo focal para evaluar si el MED facilita las relaciones sociales. El alumnado recibió un programa de 18 sesiones (45 minutos por sesión) en las clases de Educación Física basado en el MED. Se prestó especial importancia al diseño del contenido deportivo (reglas que permitieran jugar con diferente nivel de desarrollo) y distribución de responsabilidades a través de los roles en función del nivel de desarrollo (los estudiantes de los niveles superiores asumieron roles de organización). Los resultados mostraron mejoras significativas sobre las necesidades de competencia y relación, la dimensión amigo negativo (reducción) y el nivel de responsabilidad. La percepción del alumnado reveló mejoras en las relaciones sociales, lo cual parece indicar que el establecimiento de relaciones multinivel puede potenciar los beneficios del modelo. En conclusión, este estudio muestra la viabilidad y potencial pedagógico del MED en un contexto rural y multinivel.Abstract. The goal of this study was to examine the impact of a Sport Education season on psychological basic needs satisfaction, responsibility and social relations in Primary Education students. The students belonged to a rural school with multilevel groups, where students, with different ages (8 to 10 years and 10 to 12 years) and maturity levels, coexist in a same class. A quasi-experimental design was used with pre-test/post-test on an experimental group with 24 participants (M age = 10.12, SD 1.29), to which a single treatment level was applied. Psychological basic needs satisfaction (autonomy, competence, and relatedness) were measured by Basic Psychological Needs in Exercise Scale, responsibility through a scale based on the levels proposed in the Personal and Social Responsibility Model (Hellison, 2011), and social relation by a sociometric questionnaire based on friendship scales. Furthermore, the students’ perception was analysed by a focus group to assess whether the Sport Education promoted social relations. The students received 18 lessons (each lesson 45 mins) of physical education based on the Sport Education. Special importance was given to the design of the games (rules that allowed students to play together with different levels of development together) and distribution of responsibilities through roles based on the level of development (older students assumed officiating roles). Results showed significant improvements in the competence and relatedness needs, negative friend dimension (decrease) and responsibility level. Furthermore, students´ perception revealed improvements in social relations, which might indicate that the establishment of multilevel relations could enhance the benefits of the model. In conclusion, this study shows the viability and pedagogical potential of Sport Education in a rural and multilevel context.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.004 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".