Estudio sobre el efecto de un programa de educación de aventura en educación física sobre el aprendizaje autorregulado, autoeficacia, motivación, satisfacción y concienciación ambiental en el contexto de Educación Secundaria

Abstract

Adventure education as part of Physical Education represents a motivational challenge and novelty for both students and teachers, leading to a change in emotional state and continuous learning experiences. In this context, motivation and satisfaction become particularly important and contribute to self-regulated learning and self-efficacy. At the same time, these activities influence the participants' concern for the natural environment. This research has had a twofold aim. Firstly, the aim was to analyse the current teaching situation of physical education teachers in secondary education and their knowledge of adventure education models. For this purpose, an evaluation instrument was designed and validated with a sample of 453 high school physical education teachers (294 men and 159 women) from different schools in Spain. Socio-demographic control data were also collected on gender, age, teaching experience, education, and employment status, in order to look for differences between the different groups. Research and statistical analysis have been non-experimental, sectional, descriptive, inferential, and correlational. The results showed a high percentage of teachers programming activities in the natural environment (91.4%) through activities such as orienteering, hiking, first aid and nature games. However, a high level of ignorance was found regarding adventure education models and their application in physical activity in the natural environment sessions. Progress was noted in the incorporation of physical activities in the natural environment as part of the classroom program in Physical Education in high school, but not in the content worked on in these sessions. It is concluded that despite the advances achieved in the programming of physical activity in the natural environment as part of Physical Education, there is a high level of misinformation about models based on adventure education as part of these programs. Training is considered necessary, from universities and teaching and resource centers, in models of adventure education applicable to the contents of physical activity in the natural environment. Secondly, the aim was to verify the effects of an interdisciplinary adventure education program on self-regulated learning, self-esteem, motivation, satisfaction, interest in being physically active and environmental perception of schoolchildren in Compulsory Secondary Education. For this purpose, a sample of 416 students (203 males and 213 females) from four high schools nationwide was used. The research design, for this objective, was quasi-experimental with a non-equivalent control group, sectional and descriptive, correlational. Socio-demographic data were collected, and a pre-test was carried out to measure the variables mentioned in the objective, using different questionnaires that had already been validated. After the intervention, a post-test was carried out using the same questionnaires. Following the intervention, we carried out a post-test using the same instruments. The analysis has been carried out using a linear mixed model and structural equations. The results have provided significant data in the post-test of the experimental group of improvement in the variables studied. These results are influenced by covariates such as gender, age, grade and school. In addition, the prediction of self-regulated learning on school satisfaction and in turn on life satisfaction has been analysed, resulting in self-regulated learning as a predictor variable of life satisfaction both directly and with life satisfaction as a mediator. In conclusion, the importance of including Adventure Education models from Physical Education as an educational model has been considered due to the benefits it brings. Likewise, the importance of transmitting to teachers the importance of these contents for an improvement in student motivation and satisfaction is also valued, encouraging Education Departments and universities to provide more training to teachers in this field.