Assessing the Relationship between Autonomy Support and Student Group Cohesion across Ibero-American Countries.

Teacher-endorsed supporting behaviors present themselves as key influencers of student adaptive academic and social functions. The objective of this paper was twofold. First, this study sought to test a model in which student-perceived autonomy support was associated with group cohesion, considering the mediating role of basic psychological needs satisfaction and intrinsic motivation. Second, the current study examined the dimensionality of the model across five Western countries, namely Spain, Portugal, Brazil, Chile, and Mexico. A convenience sample of 3033 college students (Mage = 21.51 ± SD = 3.71) were recruited for the analysis. The results revealed that perceived autonomy support was positively associated with needs satisfaction, being consequently associated with intrinsic motivation and, ultimately, with group cohesion. Additionally, a multigroup analysis revealed that the model was invariant across college students from the different countries. The current results are discussed around the promotion of teacher uses of autonomy-supportive behaviors fostering adaptive outcomes in students regarding positive social relations and that the cultures of Ibero-American countries are equivalent in this process.

Reflexiones respecto de un plan de estudio para pedagogía en educación física con fundamentación paradigmatica en la ciencia de la motricidad humana / Reflections in respect of a curriculum for physical education teaching grounded in human movement science paradigm

En momentos de ajustes o cambios, los paradigmas que sustentan áreas sociales pueden ser afectados directamente por ellos. La Educación Física enfrenta la necesidad de establecer las acciones profesionales en el ámbito de la Educación Física escolar, considerando que o ser humano enfrenta crisis en el proceso de humanización. Para ello, la Ciencia de la Motricidad Humana viene a resignificar la acción educativo-motriz desde una mirada antropológica con énfasis en la persona humana. Modelos pedagógicos de formación del profesorado en Educación Física siguen esta tendencia. Pero enfrentan barreras establecidas por la realidad sociocultural hipocinética, de la alimentación hipercalórica, desinterés por la actividad física y por políticas públicas de salud que priorizan la acción motriz descontextualizada del proceso de humanización. Este texto presenta la realidad del establecimiento de una carrera con bases en el paradigma de la Ciencia de la Motricidad Humana, partiendo de reflexiones históricas de la Educación Física, considerando el currículo chileno para el área y termina indagando en qué rumbos ha de seguir la formación de los futuros profesionales del área de Educación Física.

At adjustments moments or changes, the paradigms that they sustain social areas can be affected directly by them. The Physical Education faces the necessity to establish the professional actions in the scope of the scholar Physical Education, considering that human being faces crisis in the humanization process. For it, the Human Motricity Science comes to resignificar the educative-motor action from an anthropological glance with emphasis in the human person. Pedagogical models of formation of the teaching staff in Physical Education follow this tendency. But they face barriers established by the hypo kinetic social cultural reality, of the hyper caloric feeding, disinterestedness by the physical activity and public policies of health that prioritize the off out context motor action of the humanization process. This paper presents the reality of establishing a career with bases in the paradigm of Human Motricity Science, based on historical reflections of Physical Education, considering the Chilean curriculum area and ends in inquiring what courses must follow the training of future professionals in the area of Physical Education.