influencia del feedback positivo y negativo en alumnos de secundaria sobre el clima ego-tarea percibido, la valoraciÓn de la ef y la preferencia en la complejidad de las tareas de clase

<p class="tituloNivel1" align="center">&nbsp;</p><p class="tituloNivel1" align="center"><strong><span class="titulo1">RESUMEN</span></strong></p> <p class="tabulado" align="justify">El presente art&iacute;culo trata la incidencia que el feedback afectivo positivo (FAP) o negativo (FAN), aportado por el profesor de Educaci&oacute;n F&iacute;sica (EF), tiene sobre la valoraci&oacute;n que el alumno muestra sobre la EF, sobre sus preferencias hacia el nivel de dificultad de las tareas de clase y sobre el clima ego-tarea seg&uacute;n la actuaci&oacute;n del profesor. El estudio se realiz&oacute; con 21 sujetos en tres grupos: dos experimentales a los que se aplic&oacute; un FAP y FAN respectivamente, y un tercer grupo control. Los resultados muestran una incidencia significativa en la percepci&oacute;n del clima implicante al ego, la percepci&oacute;n del clima implicante a la tarea y la valoraci&oacute;n de las clases de EF. Adem&aacute;s los sujetos que han recibido un FAN presentan niveles de percepci&oacute;n de un clima implicante al ego mayores y significativos que aquellos sujetos que hab&iacute;an recibido un FAP. Respecto a la percepci&oacute;n de un clima implicante a la tarea, aquellos sujetos que reciben un FAP tienden a percibir mayores niveles de clima implicante a la tarea al compararlos con los que reciben FAP y feedback control. Sobre la valoraci&oacute;n de la EF, los sujetos que reciben FAP valoran m&aacute;s positivamente las clases de EF que los que reciben FAN. <br />PALABRAS CLAVE: Educaci&oacute;n F&iacute;sica, ense&ntilde;anza, motivaci&oacute;n.</p> <p class="tabulado">&nbsp;</p> <p class="titulo1" align="center"><strong>ABSTRACT</strong></p> <p class="tabulado" align="justify">The present article studies the effect that positive affective feedback (FAP) or negative affective feedback (FAN), received from a Physical Education (PE) teacher, have on the attitude that a student shows in class. This study evaluates their level of difficulty preferences in class tasks and the ego-task climate according to the performance of the professor. The study was done with 21 subjects in three groups: two groups were experimental with FAP and FAN applied respectively to each group; the third group was a control group. The results show a significant incidence in the perception of the climate that implicates the ego, the perception of the climate that implicates to the task and the valuation of the PE classes. In addition, the subjects that have received FAN, presented higher and more significant levels of perception of the climate that implicates to the ego than those subjects which received FAP. With respect to the perception of a climate that implicates to the task, those subjects who receive a FAP tend to perceive greater levels of climate that implicates to the task when comparing them with which they receive FAP and feedback control. On the valuation of the PE, the subjects that receive FAP value more positively the PE classes than those that receive FAN. <br />KEY WORDS: Physical Education, teaching, motivation.</p>