Effectiveness of Active Methodologies for Developing Motor Competence  and Motivation in Basic Education Students

Ronald Gabriel Garcés Quilambaqui

doi:10.56200/mentor.v5i15.13600

Authors

Ronald Gabriel Garcés Quilambaqui Universidad Técnica de Machala. Machala-Ecuador

DOI:

https://doi.org/10.56200/mentor.v5i15.13600

Keywords:

Active methodologies, motor competence, motivation, Physical Education, Basic Education

Abstract

Motor competence and motivation are essential in Physical Education; however, the available evidence focuses mainly on interventions with students and provides less knowledge about teachers’ perceptions of active methodologies. The objective of this research was to analyze the perceptions and experiences of Basic Education teachers in the city of Machala regarding the effectiveness of active methodologies in promoting students’ motor competence and motivation. A descriptive qualitative study was conducted with 24 teachers from seven educational institutions in Machala, selected through purposive sampling. Semi-structured interviews consisting of ten questions were conducted, and the transcripts were analyzed using inductive thematic analysis. Teachers associated active methodologies with participation, motor autonomy, decision-making, and motivation; they identified planning and adaptation as facilitating factors, and limited time, resources, and large class sizes as barriers. Active methodologies promote the integration of motor competence and motivation when they are adapted to the group, incorporate participation and decision-making, and are implemented by teachers capable of adjusting their pedagogical application.

Downloads

Download data is not yet available.

Author Biography

Ronald Gabriel Garcés Quilambaqui , Universidad Técnica de Machala. Machala-Ecuador

Universidad Técnica de Machala. Machala-Ecuador

References

Barba-Martín, R. A., Bores-García, D., Hortigüela-Alcalá, D., & González-Calvo, G. (2020). The Application of the Teaching Games for Understanding in Physical Education. Systematic Review of the Last Six Years. International Journal of Environmental Research and Public Health, 17(9), 3330. https://doi.org/10.3390/ijerph17093330

Bjørke, L., & Casey, A. (2024). Practising collaboration in model implementation in physical education. Physical Education and Sport Pedagogy, 29(5), 491–504. https://doi.org/10.1080/17408989.2022.2125945

Boke, H., Aygun, Y., Tufekci, S., Yagin, F. H., Canpolat, B., Norman, G., Prieto-González, P., & Ardigò, L. P. (2025). Effects of cooperative learning on students’ learning outcomes in physical education: A meta-analysis. Frontiers in Psychology, 16, 1508808. https://doi.org/10.3389/fpsyg.2025.1508808

Bores-García, D., Hortigüela-Alcalá, D., Fernandez-Rio, F. J., González-Calvo, G., & Barba-Martín, R. (2021). Research on Cooperative Learning in Physical Education: Systematic Review of the Last Five Years. Research Quarterly for Exercise and Sport, 92(1), 146–155. https://doi.org/10.1080/02701367.2020.1719276

Camacho-Sánchez, R., Manzano-León, A., Rodríguez-Ferrer, J. M., Serna, J., & Lavega-Burgués, P. (2023). Game-Based Learning and Gamification in Physical Education: A Systematic Review. Education Sciences, 13(2), 183. https://doi.org/10.3390/educsci13020183

Casey, A., & Bjørke, L. (2024). Teachers’ experiences of enacting pedagogical models and models-based practice: A systematic mixed study review. Physical Education and Sport Pedagogy, 1–17. https://doi.org/10.1080/17408989.2024.2415325

Estevan, I., Bardid, F., Utesch, T., Menescardi, C., Barnett, L. M., & Castillo, I. (2021). Examining early adolescents’ motivation for physical education: Associations with actual and perceived motor competence. Physical Education and Sport Pedagogy, 26(4), 359–374. https://doi.org/10.1080/17408989.2020.1806995

Fernandez-Rio, J., & Iglesias, D. (2024). What do we know about pedagogical models in physical education so far? An umbrella review. Physical Education and Sport Pedagogy, 29(2), 190–205. https://doi.org/10.1080/17408989.2022.2039615

Fjellner, R. L., Varea, V., & Barker, D. (2024). How physical education teachers are positioned in models scholarship: A scoping review. Physical Education and Sport Pedagogy, 29(4), 329–345. https://doi.org/10.1080/17408989.2022.2083098

García-González, L., Abós, Á., Diloy-Peña, S., Gil-Arias, A., & Sevil-Serrano, J. (2020). Can a Hybrid Sport Education/Teaching Games for Understanding Volleyball Unit Be More Effective in Less Motivated Students? An Examination into a Set of Motivation-Related Variables. Sustainability, 12(15), 6170. https://doi.org/10.3390/su12156170

Gaspar, V., Gil-Arias, A., Del Villar, F., Práxedes, A., & Moreno, A. (2021). How TGfU Influence on Students’ Motivational Outcomes in Physical Education? A Study in Elementary School Context. International Journal of Environmental Research and Public Health, 18(10), 5407. https://doi.org/10.3390/ijerph18105407

Hernández, R., Fernández, C., & Baptista, P. (2014). Metodología de la investigación. McGraw-Hill.

León Díaz, Ó., Martínez Muñoz, L. F., & Santos Pastor, M. L. (2023). Metodologías activas en la Educación Física. Una mirada desde la realidad práctica (Active methodologies in Physical Education. A look from practical reality). Retos, 48, 647–656. https://doi.org/10.47197/retos.v48.96661

Moon, J., Webster, C. A., Stodden, D. F., Brian, A., Mulvey, K. L., Beets, M., Egan, C. A., McIntosh, L. I. F., Merica, C. B., & Russ, L. (2024). Systematic review and meta-analysis of physical activity interventions to increase elementary children’s motor competence: A comprehensive school physical activity program perspective. BMC Public Health, 24(1), 826. https://doi.org/10.1186/s12889-024-18145-1

Muntaner Guasp, J. J., Pinya Medina, C., & Mut Amengual, B. (2020). El impacto de las metodologías activas en los resultados académicos. Profesorado, Revista de Currículum y Formación Del Profesorado, 24(1), 96–114. https://doi.org/10.30827/profesorado.v24i1.8846

Ogarrio Perkinson, C. E., Bautista Jacobo, A., Barahona Herrejon, N. C., Chávez Valenzuela, M. E., & Hoyos Ruiz, G. (2021). Efecto de un programa de Educación Física con actividades motrices para desarrollar el área motora en niños con discapacidad intelectual. Revista Ciencias de La Actividad Física, 22(2), 1–12. https://doi.org/10.29035/rcaf.22.2.3

Rubio-Castillo, A. D., & Gómez-Mármol, A. (2016). Efectos del Modelo Ludotécnico en el aprendizaje técnico, competencia y motivación en la enseñanza del baloncesto en Educación Física. SPORT TK-Revista EuroAmericana de Ciencias Del Deporte, 5(2), 41. https://doi.org/10.6018/264631

Saiz-González, P., Iglesias, D., & Fernandez-Rio, J. (2024). Can Pedagogical Models Promote Students’ Basic Psychological Needs in Physical Education? A Systematic Review and Meta-Analysis. Quest, 76(2), 247–267. https://doi.org/10.1080/00336297.2024.2316146

Sal-de-Rellán, A., Hernández-Suárez, Á., & Hernaiz-Sánchez, A. (2025). Gamification and motivation in adolescents. Systematic review from Physical Education. Frontiers in Psychology, 16, 1575104. https://doi.org/10.3389/fpsyg.2025.1575104

Vasconcellos, D., Parker, P. D., Hilland, T., Cinelli, R., Owen, K. B., Kapsal, N., Lee, J., Antczak, D., Ntoumanis, N., Ryan, R. M., & Lonsdale, C. (2020). Self-determination theory applied to physical education: A systematic review and meta-analysis. Journal of Educational Psychology, 112(7), 1444–1469. https://doi.org/10.1037/edu0000420

Zhou, T., Zhang, S., Colomer, J., & Cañabate Ortíz, D. (2025). Applying self-determination theory in Physical Education: A systematic review. Retos, 69, 1016–1038. https://doi.org/10.47197/retos.v69.115809