Contenido principal del artículo

Mert
Universidad de Halic
Turquía
https://orcid.org/0000-0001-9006-3344
Biografía
Ana Filipa Silva
Instituto Politécnico de Viana do Castelo
Portugal
https://orcid.org/0000-0002-1772-1272
Sérgio
Instituto Politécnico de Viana do Castelo
Portugal
https://orcid.org/0000-0003-3023-3190
Fábio Flôres
KinesioLab, Unidad de Investigación en Movimiento Humano, Instituto Piaget
Portugal
https://orcid.org/0000-0003-3469-3725
Vol. 10 Núm. 3 (2024), Artículos Originales
DOI: https://doi.org/10.17979/sportis.2024.10.3.10710
Recibido: may. 2, 2024 Aceptado: jun. 25, 2024 Publicado: sept. 1, 2024
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Resumen

El objetivo del presente estudio fue comprender el nivel de valor de los estudiantes de secundaria respecto de la educación física y las actividades lectivas deportivas, y comprender si ese valor difiere significativamente según el sexo, la participación en deportes escolares, la participación en clubes deportivos y el grado. En un análisis combinado, los estudiantes demostraron aprecio por los cinco ítems centrados en el cuestionario (éxito, respeto, cultura y unidad nacional, espíritu deportivo y cultura deportiva), indicando valores alrededor de 4 sobre 5. En el análisis de sexo, solo la intensidad diferían, siendo el orden de valoración el mismo, siendo el respeto el más alto, seguido de cerca por el éxito y el espíritu deportivo en último lugar. Aquellos que participaban activamente en deportes tendían a valorar más el éxito, mientras que los que no participaban valoraban más el respeto. Sólo a los 11 años se priorizó el éxito sobre el respeto. Las posiciones del tercer al quinto lugar en términos de valoración se mantuvieron constantemente en el orden: cultura y unidad nacional, cultura deportiva y espíritu deportivo. La clase de Educación Física puede resultar muy enriquecedora a la hora de desarrollar valores en los estudiantes fomentando situaciones de resolución de problemas que estimulen la reflexión. Por lo tanto, no basta con participar en la clase; el profesor debe crear activamente estas situaciones y fomentar el diálogo.

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