Clima motivacional nas aulas de Educação física: um estudo de revisão sistemática da literatura recente

Abstract

The goal orientation theory (GOT) proposes that in learning environments, the motivational climate perceived by students has an influence on student behavior. For Physical Education (PE) classes, this theory gains importance in that it instills in the teacher a fundamental role in predicting positive behaviors of students, both in PE classes and in leisure activities. The search for psychometric instruments that enabled the measurement of the motivational climate perceived by Brazilian PE students proved ineffective, requiring a broader, more forceful and effective search. To this end, the Systematic Review of Literature emerges with efficient methodology, which provides guarantees that the results have been exhausted in a systematically constructed and audited search. Thus, the objective of the present study is to map and synthesize the available national and international scientific literature in the last five years related to the characterization of the motivational climate in the school physical education classes. The methodology used was the systematic review of literature using meta-synthesis. The search was done in the Web of Science, Scopus, SportDiscus and PsycInfo databases. The results found that the main instruments used in the literature are LAPOPECQ or PMCSQ-2 the PMCS and the EPCM with special emphasis for LAPOPECQ and for being more frequent among all the instruments. The national studies proved to be non-existent in the period under review. It was found that the revised papers present robust instruments widely used in different nationalities. The synthesis of the results showed that the motivational climate when perceived predominantly for the task can develop in Physical Education student’s behaviors of persistence and interest. Special attention should be paid to girls, since these have lower rates of perception of the motivational climate mainly for the ego. With the boys, caution should be exercised in the approach to income, since this already presents high levels of perception of the climate for the ego. Professional experience has proven to be an important factor in the proper management of the motivational environment in PE classes. The principles of the TARGET model approach have been used as a parameter for initial teacher training in other countries and should be the foundation of PE classes committed to creating motivational climates for learning. The results show that the recent literature regarding the motivational climate perceived in PE classes is unanimous in affirming the importance of teachers in the construction of motivational climates aimed at learning. This perception of the climate fosters in students the best behaviors, from a pedagogical point of view, besides feelings of satisfaction with the practice that will accompany it throughout life.