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El articulo parte de la revision de la materia preocupada por la creacion de climas de aprendizaje que garanticen la equidad del alumnado y, en linea con ello, revisa el debate sobre las ventajas e inconvenientes que tiene la educacion por grupos segregados en funcion del sexo frente a una educacion mixta. En este debate, algunos estudios han defendido que las clases mixtas generan atmosferas de trabajo mas amigables y relajadas, asi como mas oportunidades de contacto social e interaccion. Por el contrario, otros estudios han defendido que las clases de mismo sexo permiten a las alumnas una mayor interaccion con sus profesoras debido a que este tipo de clase fomenta la participacion, autoestima, competencia percibida y disciplina. El articulo considera la perspectiva de la Teoria de Metas de Logro y su utilidad para el debate planteado. En este sentido, los estudios sobre los ambientes de aprendizaje han senalado relaciones positivas entre el clima motivacional que implica a la tarea y una mayor percepcion de trato de igualdad, asi como relaciones positivas entre el clima motivacional que implica al ego y la percepcion de discriminacion por parte del profesor. Resaltamos, por tanto, la labor del profesor de educacion fisica en la creacion de climas de aprendizaje que favorezcan la igualdad de oportunidades y presentamos estrategias metodologicas bajo las areas del TARGET descritas por Ames (1992). Palabras clave/key words : coeducacion | clima motivacional | teoria de Metas de Logro | educacion fisica | coeducation | motivational climate | Achievement Goal theory | physical education Abstract Based on the research concerns for student’s equity and learning climates, this paper reviews the coeducational literature and, specially, the advantages and disadvantages of using segregated groups in classroom. On one hand, studies have asserted that co-educational classes create relaxed and friendly climates. On the other, sin- gle-sex classes have been showed in helping the interrelationship between girls and teachers as these classes promote participation, self-esteem, perceived competence and discipline. Our paper considers the goals theory perspective and its utility for the outlined debate. In this sense, stu dies on the learning atmospheres have pointed out positive relationships among the task-involving motivational climate and a bigger perception of equality treatment, as well as positive relationships among the ego-involving motivational climate and the teacher’s perception of discrimination. Therefore, we emphasize the physical education teacher’s work to create learning climates in order to favour the equality of oppor- tunities. We also show methodological proposals following the TARGET areas described by Ames (1992).  doi:10.5232/ricyde2008.01104  Referencias/references Mesinger, J. (2001). Conflicting gender role prescriptions and disordered eating in single-sex and coeducational school environments. Gender and Education, 13, 417-429. doi:10.1080/09540250120081760 Nicholls, J. G. (1984). Achievement motivation: conceptions of ability, subjective experience, task choice and performance. Psychological Review, 91, 328-346. doi:10.1037/0033-295X.91.3.328 Ntoumanis, N. (2002). Motivational clusters in a sample of British physical education classes. Psychology of Sport and Exercise, 3, 177-194. doi:10.1016/S1469-0292(01)00020-6 Papaioannou, A. (1994). Development of a questionnaire to measure achievement orientations in physical education. Research Quarterly for Exercise and Sport, 65, 11-20. PMid:8184207 Papaioannou, A. (1998). Students’ perceptions of the physical education class environment for boys and girls and the perceived motivational climate. Research Quarterly for Exercise and Sport, 69, 267-275. PMid:9777663 Schunk, D. H. (1984). Self-efficacy perpective on achievement behavior. Educational Psychologist, 19, 48-58. doi:10.1080/00461528409529281 Thomas, J. R. y French, K. E. (1985). Gender differences across age in motor performance: A meta-analysis. Psychological Bulletin, 98, 260-282. doi:10.1037/0033-2909.98.2.260 PMid:3901062 Wolf, A.; Gortmarker, S.; Cheung, L.; Gray, H.; Herzog, D. y Colditz, G. (1993). Activity, inactivity and obesity: racial, ethnic and age differences among school girls. American Journal of Public Health, 83, 1625-1627. doi:10.2105/AJPH.83.11.1625 PMid:8238692 PMCid:1694883

revista internacional de ciencias del deporte

Coeducación y climas de aprendizaje en educación física. Aportaciones desde la teoría de Metas de Logro. (Coeducation and learning climates in physical education. Contributions from the Achievement Goals theory).