Efeitos do Sport Education Model nas aulas de Educação Física sobre desfechos físicos, emocionais, cognitivos e sócio afetivos de escolares do ensino médio de Pelotas-RS

Abstract

The objective of the study was to verify the effects of the Sport Education Model (SEM) in physical education lessons on physical, emotional, cognitive and socio affective outcomes in high school students. Analyzes by gender and teaching context were also carried out. An experimental study was implemented with pre and post-test and cluster randomization into experimental group (GE) and comparator group (CG). 85 students from the federal (GE= 20; GC= 17) and private (GE= 28; GC= 20) networks in the city of Pelotas-RS participated in the study. GE students participated in an SEM season developed with invasion sports. Game performance and sportsmanship content was developed during the season. In GC, physical education lessons did not change. To analyze decision making, support, motor skills, game performance and game involvement, the Game Performance Assessment Instrument was used. The Perceived Locus of Causality was the questionnaire used to check students' motivation for physical education lessons. Basic psychological needs were analyzed using the Basic Psychological Needs Questionnaire. To analyze sportsmanship, the Multidimensional Sportsmanship Orientation Scale was used. A questionnaire was applied in order to characterize the sample and identify the participants' sporting experience. To verify the effects of the intervention on the factors time, group and the time*group interaction, the Generalized Estimating Equations were used. Bonferroni post-hoc was performed on the variables that showed significant interactions. The effect size was calculated from Cohen's d. All analyzes were performed by intention to treat. The significance level adopted was p<0.05. The results were organized into three articles. In article I, the positive effects of SEM on support are highlighted, independently of gender and teaching context. In the private network, the effects of SEM on support were greater than those of CG, with a large effect size. Furthermore, SEM promoted positive effects on game performance only in girls, with a medium effect size. The results of article II indicate that both groups had a negative effect on students' intrinsic motivation. Especially in the federal network, SEM promoted a positive effect with a large and very large effect size on the three basic psychological needs. In the general results of article III, SEM did not promote improvements in the students' sportsmanship. In the analysis by gender and education network, the SEM results were inconsistent. While the model had an unfavorable effect on negative approach in female students, in boys the effect on concern about the respect for opponent was positive. The analysis by education network revealed that federal school students improved in their full commitment and worsened in their negative approach. It is concluded that SEM promoted improvements in the cognitive, physical and emotional domain of students, configuring itself as a viable methodological proposal for the Brazilian federal and private school context.