Motivational profiles and autonomy support in university students of the Pedagogía de la Actividad Física y Deporte

Abstract

The objective of this work was to analyze the motivational and autonomy profiles of the students of the Pedagogy of Physical Activity and Sports career of the National University of Loja, the intention was to know how the student receives the information in the teaching-learning process of the subject of Physical Education, if there is motivation on the part of the teaching staff to give the importance that this area has, which is focused on integral education and its different contexts and environments that demand it. The sample consisted of 34 students of the fourth cycle of the CPAFD of the National University of Loja, 28 men and 6 women between the ages of 21 and 22, who responded to a test composed of scales of support for motivation and autonomy and therefore the importance and relevance of Physical Education and its impact on the current generation. A descriptive and correlation analysis was carried out between the scales, as well as an analysis of (BREQ-3) for the regulation of behavior in exercise that allowed determining the student's level of motivation and a second analysis (EAAES) for the autonomy support scale that allows determining how a student appropriates knowledge and knowledge and is the key factor for his professional performance for the new generations. This work shows that students with motivation and better autonomy are those who are more likely to perform as teachers and builders of their own extensive work and in turn the acquisition of healthy habits and sports practices and responsibility to form integral human beings in the physical, affective, emotional, cognitive and social aspects.