Efectos Motivacionales y Sociales de una Hibridación de Invención de Juegos + Autoconstrucción de Material en Educación Física

This study examines the effect of a hybridization of pedagogical models (student-designed games and student-self-made material) on the perception of motivational regulations (intrinsic motivation, identified regulation, introjected regulation, external regulation, amotivation), the Self-Determination Index (SDI), basic psychological needs (BPN), the global cooperation index, and personal and social responsibility. Ninety-nine adolescents (M = 12.08; SD = .37) from 1st year of Secondary School, from two centers (Experimental group, N = 45 and Control group, N = 54) and four natural classes participated. A quasi-experimental design with pretest and posttest measures was used. Two intergroup MANOVAs(s), one at each measurement time, showed posttest differences in favor of the experimental group in the perception of global cooperation. Repeated Measures ANOVAs taking time (pretest, posttest) as a within-subject factor and group and gender as between-subjects factors revealed significant effects over time (global cooperation and competence) and factor x group interactions (identified regulation, SDI, BPNs, global cooperation and social responsibility) in favor of the experimental group. No differences between genders were found. The results shed light on the impact of this hybridization on the motivation and social dimensión of adolescents in Physical Education.