A UTILIDADE DA EDUCAÇÃO FÍSICA SEGUNDO ESTUDANTES DA ALEMANHA E DO CHILE

L’objectif de cette étude est de déterminer la façon dont des étudiants issus de cultures différentes perçoivent l’utilité des classes d’Éducation Physique. 2748 élèves (1373 de la région d’Araucania, au Chili; et 1375 de l’État de Sarre, en Allemagne) ont été interrogés. Les étudiants chiliens et allemands reconnaissent une utilité plus “sportive-récréative” que “socio-éducative”, les valeurs présentées par les Chiliens sont cependant plus élevées que chez les allemands. En outre, les deux groupes expriment leur désaccord quant à l’opinion que l’éducation physique ne leur apporte rien. Dans l’ensemble, les élèves considèrent que les cours d’Éducation Physique ont été utiles, ce qui représente une opportunité pour renforcer les expériences positives en classe et pour consolider les apprentissages.

ÉDUCATION PHYSIQUE; ÉTUDIANTS; CHILI; ALLEMAGNE

Authorship

Jaime Carcamo-Oyarzun

Universidad de La Frontera, Temuco, Chile; jaime.carcamo@ufrontera.clUniversidad de La FronteraChileTemuco, ChileUniversidad de La Frontera, Temuco, Chile; jaime.carcamo@ufrontera.cl

http://orcid.org/0000-0002-7536-8788

Georg Wydra

Universität des Saarlandes, Saarbrücken, Germany; g.wydra@mx.uni-saarland.deUniversität des SaarlandesGermanySaarbrücken, GermanyUniversität des Saarlandes, Saarbrücken, Germany; g.wydra@mx.uni-saarland.de

http://orcid.org/0000-0001-9038-1799

Claudio Hernández-Mosqueira

Universidad de Los Lagos, Puerto Montt, Chile; Grupo de Investigación AFSYE, Universidad Adventista de Chile; claudio.hernandez@ulagos.clUniversidad de Los LagosChilePuerto Montt, ChileUniversidad de Los Lagos, Puerto Montt, Chile; Grupo de Investigación AFSYE, Universidad Adventista de Chile; claudio.hernandez@ulagos.cl

Universidad Adventista de Chile, Universidad Adventista de Chile, Grupo de Investigación AFSYE, ChileUniversidad Adventista de ChileChileChileUniversidad Adventista de Chile, Universidad Adventista de Chile, Grupo de Investigación AFSYE, Chile

http://orcid.org/0000-0001-9392-2319

Sebastián Peña-Troncoso

Instituto de Ciencias de la Educación, Universidad Austral de Chile, Valdivia; Universidad SEK, Chile; sebastian.pena@uach.clUniversidad Austral de ChileChileValdivia, ChileInstituto de Ciencias de la Educación, Universidad Austral de Chile, Valdivia; Universidad SEK, Chile; sebastian.pena@uach.cl

Universidad Internacional SEK, Universidad SEK, ChileUniversidad SEKChileChileUniversidad Internacional SEK, Universidad SEK, Chile

http://orcid.org/0000-0002-5438-0868

Cristian Martínez-Salazar

Universidad de La Frontera, Temuco, Chile; cristian.martinez.s@ufrontera.clUniversidad de La FronteraChileTemuco, ChileUniversidad de La Frontera, Temuco, Chile; cristian.martinez.s@ufrontera.cl

http://orcid.org/0000-0002-9216-1826

TRANSLATED BY Helen Lowry ^VI VI Universidad de La Frontera, Temuco, Chile; diufro@ufrontera.cl and Heike Flatau^VII VII Universidad de La Frontera, Temuco, Chile; heike.flatau@ufrontera.cl

VI
Universidad de La Frontera, Temuco, Chile; diufro@ufrontera.cl

VII
Universidad de La Frontera, Temuco, Chile; heike.flatau@ufrontera.cl

NOTE

The collaboration of each of the authors was as follows: Jaime Carcamo-Oyarzun: Concept and design of the work, selection of references, elaboration of the methodology, data collection in Chile, tabulation, analysis and interpretation of data, writing of the introduction, methodology, results and discussion; Georg Wydra: Concept and design of the work, revision of the methodology, data collection in Germany, collaboration in data analysis, bibliographic revision of studies in the German language; Claudio Hernández-Mosqueira: bibliographic revision in Spanish and Portuguese, analysis and interpretation of data, elaboration of tables, revision of citations; Sebastián Peña-Troncoso: bibliographic revision in Spanish, statistical advice, revision of the results, review of citations; Cristian Martínez-Salazar: bibliographic review in Spanish, data collection in Chile, review of presentation format, critical review of the manuscript.

SCIMAGO INSTITUTIONS RANKINGS

Universidad de La Frontera, Temuco, Chile; jaime.carcamo@ufrontera.clUniversidad de La FronteraChileTemuco, ChileUniversidad de La Frontera, Temuco, Chile; jaime.carcamo@ufrontera.cl

Universidad Internacional SEK, Universidad SEK, ChileUniversidad SEKChileChileUniversidad Internacional SEK, Universidad SEK, Chile

Universidad de La Frontera, Temuco, Chile; cristian.martinez.s@ufrontera.clUniversidad de La FronteraChileTemuco, ChileUniversidad de La Frontera, Temuco, Chile; cristian.martinez.s@ufrontera.cl

Figures | Tables

Figures (1)
Tables (3)

Thumbnail

FIGURE 1
AVERAGE OF THE FACTORS OF UTILITY OF PHYSICAL EDUCATION BY COUNTRY

Thumbnail

TABLE 1ROTATED
COMPONENT MATRIX

Thumbnail

TABLE 2
UTILITY OF PHYSICAL EDUCATION FROM THE POINT OF VIEW OF THE CHILEAN STUDENTS

Thumbnail

TABLE 3
UTILITY OF PHYSICAL EDUCATION FROM THE POINT OF VIEW OF THE GERMAN STUDENTS

FIGURE 1 AVERAGE OF THE FACTORS OF UTILITY OF PHYSICAL EDUCATION BY COUNTRY

Source: Authors’ elaboration.

TABLE 1ROTATED COMPONENT MATRIX

ITEM	FACTOR 1	FACTOR 2
... to receive recommendations about self-care	.843
... to learn new things about my body	.820
... to help me improve my appearance	.658
... to get along better with my classmates	.550
... to learn about new sporting activities	.535
….to realize that doing sports is fun		.736
... to improve my athletic performance		.708
... to get motivated to do sports in my free time		.699
... to clear my mind of other subjects		.620

Factor 1 = “Socio-educational utility”
Factor 2 = “Sport-recreational utility”
Source: Authors’ elaboration.

TABLE 2 UTILITY OF PHYSICAL EDUCATION FROM THE POINT OF VIEW OF THE CHILEAN STUDENTS

FACTOR	HOW HAS PHYSICAL EDUCATION BEEN USEFUL TO YOU?	M	SD
Sport-recreational utility	... to realize that doing sports is fun	3.41	0.73
	... to clear my mind of other subjects	3.35	0.86
	... to improve my athletic performance	3.31	0.80
	... to get motivated to do sports in my free time	3.22	0.86
	Total Factor Sport-recreational utility	3.31	0.61
Socio-educational utility	... to learn new things about my body	3.24	0.82
	... to learn about new sporting activities	3.13	0.92
	... to help me improve my appearance	2.99	0.89
	... to get along better with my classmates	2.92	0.87
	... to receive recommendation	2.88	0.92
	Total Factor Socio-educational utility	3.03	0.61
No utility	It has been of no use to me at all.	1.41	0.80

Source: Authors’ elaboration.

TABLE 3 UTILITY OF PHYSICAL EDUCATION FROM THE POINT OF VIEW OF THE GERMAN STUDENTS

FACTOR	HOW HAS PHYSICAL EDUCATION BEEN USEFUL TO YOU?	M	SD
Sport-recreational utility	... to realize that doing sports is fun	3.10	0.82
	... to clear my mind of other subjects	2.91	0.96
	... to improve my athletic performance	3.83	0.89
	... to get motivated to do sports in my free time	3.69	0.98
	Total Factor Sport-recreational utility	2.88	0.64
Socio-educational utility	... to learn about new sporting activities	2.79	1.01
	... to get along better with my classmates	2.20	0.89
	... to learn new things about my body	2.17	0.94
	... to help me improve my appearance	1.85	0.86
	... to receive recommendation	1.85	0.82
	Total Factor Socio-educational utility	2.18	0.59
No utility	It has been of no use to me at all	1.60	0.87

Source: Authors’ elaboration.

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A UTILIDADE DA EDUCAÇÃO FÍSICA SEGUNDO ESTUDANTES DA ALEMANHA E DO CHILE

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[1] TRANSLATED BY Helen Lowry ^VI VI Universidad de La Frontera, Temuco, Chile; diufro@ufrontera.cl and Heike Flatau^VII VII Universidad de La Frontera, Temuco, Chile; heike.flatau@ufrontera.cl