Percepção do clima de aprendizagem para as aulas de educação física em escolares do ensino fundamental II de Manaus-Am

Abstract

The learning climate can be influenced by teachers' behavior and way of teaching, but also by the physical attributes of the school and classroom. Objective: To investigate the perception of the learning climate (LC) for Physical Education classes in elementary school students in the city of Manaus/AM. Materials and methods: This is a descriptive, quantitative and qualitative cross-sectional study. The participants were 252 elementary school students (6th to 9th grade) from two schools (public and private) in the city of Manaus/AM. The study included male and female students aged between 11 and 15. The Learning Climate Questionnaire (LCQ) was used to assess the learning climate. In order to obtain information about the students' perception of the attributes of the school and the teacher for the LC atmosphere in physical education classes, the students answered two questions based on the instrument: 1) How does the school's structure and materials contribute to your motivation and learning? and 2) What actions or attitudes of the teacher most motivate you to engage in physical education classes? Descriptive statistics (median and interquartile range) and inferential statistics (Mann Whitney U) were used to analyze the quantitative data, using p<0.05. The qualitative data was analyzed using the categorical content analysis technique. Results: With regard to the quantitative analyses, the results showed that there was no difference in the perceptions of AC between the participants when comparing the institutions (public and private) (p>0.05). Comparisons of AC according to gender within each institution found similar perceptions (p>0.05). When comparing the students' perception of AC according to the period of study (initial years vs. final years of Elementary School II) (G1: 6th and 7th grade classes and G2: 8th and 9th grade classes), higher AC results were observed for students in the initial years (G1), only in the private school (p<0.05). Qualitatively, the results indicate that the availability of materials and structural issues contribute to motivation and engagement in classes. With regard to the teacher's attitudes, the students perceived that when attitudes are based on dialog, encouragement and support for the students, this stimulates their participation and interest in physical education classes. Conclusion: Elementary school students in Manaus - AM, from public and private institutions, have similar perceptions of motivational climate. Gender did not prove to be an intervening factor within each teaching context, while the period of study (initial years) was identified with higher perceptions of MC in the private school. In both teaching contexts, students perceive that materials and physical spaces are important for their motivation and engagement in class, as well as positive teacher attitudes such as dialog, proximity, interaction and positive feedback