Intrinsic and extrinsic motivations in Remote Physical Education classes
Keywords:
Motivation, Physical education, Remote Classes, Teenagers, PandemicAbstract
The objective of the present study was to evaluate social isolation due to the Covid-19pandemic in elementary school students in remote physical education classes. This is a descriptive, cross-sectional, quantitative study carried out with students enrolled in elementary school II in public schools in the north of Minas Gerais. Data collection was performed through google forms. A total of 286 students participated in the study, with a mean age of 12.97 years, SD±1.30, of which 60.5% (n=173) were female and 39.5% (n=113) were male. When evaluating intrinsic and extrinsic motivation, it was observed that girls are less motivated to participate in remote Physical Education classes, when compared to boys. Intrinsic motivation behaviors: unable to perform activities well (p=0.000), ashamed to turn on the camera to participate in classes (p=0.054), classes exercise the body little (p=0.013) and there is no time to practice everything you would like (p=0.000). And the extrinsic motivations: the teacher does not encourage participation (p=0.039), colleagues do not participate (p=0.002) and do not have the materials needed for the class (p=0.008) showed significant differences. The results of this study allow us to affirm that a high number of students of both genders were unmotivated. However, boys were more intrinsically and extrinsically motivated than girls. With this, the importance of the teacher's role as the main outstanding agent during classes is highlighted.
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References
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