The impact of sports participation after school on intrinsic motivation and perceived learning environment in secondary school physical education (original) (raw)
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A motivational analysis of a season of Sport Education
2010
The Sport Education curriculum model with its goals to develop competent, literate and enthusiastic sportspersons has been gaining popularity across the globe. To date, studies have yet to investigate the objective motivational climate of Sport Education. Aims: The purpose of this study was to measure and describe the objective motivational climate of a Sport Education season conducted in a Russian school. Method: The participants in this study were 21 ninth-grade Russian students (12 boys and 9 girls) who did not have any previous experience with Sport Education. The teacher in the study was a Russian native who had 4 years of experience teaching and researching Sport Education in schools and colleges across the USA and Russia. The study took place in a public coeducational school located in a city (population 300,000) in the central part of Russia. Classes met three times a week for the entire academic quarter (6 weeks) for a total of 18 lessons, and each lesson was scheduled for 40 minutes. The TARGET (task, authority, recognition and evaluation, grouping and timing) motivational climate variables were collected by analyzing the video of every lesson. The data collection protocol included identifying and coding 'mastery', 'neither', and 'performance' variables of each TARGET structure. The computerized software, BEST, used in data collection allowed recordings of multiple and overlapping frequency behaviors as well duration behaviors. Following the protocol of Morgan and colleagues, the mean percentage of 'mastery', 'performance' and 'neither' teaching behaviors were calculated for each of the TARGET categories individually in each phase of the Sport Education season (skill practice, practice competition, formal competition) as well as the total for the entire season. The mean percentages of frequency of coded behaviors for task, recognition/evaluation, and timing were calculated, whereas mean percentages of duration of coded behaviors were calculated for the authority, grouping and time structures of TARGET.
Journal of Sport and …, 2008
Based on self-determination theory , an experimental study with middle school students participating in a physical education task and a correlational study with highly talented sport students investigated the motivating role of positive competence feedback on participants' well-being, performance, and intention to participate. In Study 1, structural equation modeling favored the hypothesized motivational model, in which, after controlling for pretask perceived competence and competence valuation, feedback positively predicted competence satisfaction, which in turn predicted higher levels of vitality and greater intentions to participate, through the mediation of autonomous motivation. No effects on performance were found. Study 2 further showed that autonomous motivation mediated the relation between competence satisfaction and well-being, whereas amotivation mediated the negative relation between competence satisfaction and ill-being and rated performance. The discussion focuses on the motivational role of competence feedback in sports and physical education settings.
Intrinsic Versus Extrinsic Motivational Orientation in Physical Education and Sport
British Journal of Educational Psychology, 1992
Summary. Two studies are reported on an intrinsic/extrinsic motivation orientation scale for the classroom modified for physical education settings and used with British children. The modified scale used was the Motivational Orientation in Sport Scale (MOSS). Prior research with both the classroom and MOSS scale has been with American children. Study 1 (N=122) showed that for 12‐year‐old boys and girls the factorial structure of the MOSS did not match the hypothesised five factors from the American research. However, internal reliability of the subscales was generally adequate and there were no significant relationships between subscale scores and a measure of social desirability. Study 2 was a small‐scale investigation of the MOSS in an actual physical education context. Twelve‐year‐old boys (N=24) participated in an endurance run task. Scores from the run were correlated in the expected direction with three of the subscales.
Psychology of Sport and Exercise, 2003
Objectives: To investigate whether the perceptions of different domains of the learning environment in physical education, such as perceived teacher feedback, perceived challenge, perceived competitiveness and perceived threat to sense of self, are related to intrinsic motivation.Method: School children (N=783; n=375 boys, n=408 girls) aged 12–15 yrs completed three questionnaires. The physical education learning environment scale (PELES) was used to investigate the perceived threat to sense of self, perceived challenge and perceived competitiveness. The perceptions of the teacher’s feedback (PTF) questionnaire was developed for this study. The construct validity of factor structure of the instrument was confirmed by confirmatory factor analysis (CFA). Students’ intrinsic motivation was assessed by the intrinsic motivation inventory (IMI).Results: For middle school students, the most important predictors of intrinsic motivation were the perceived threat to sense of self, perceived challenge and perceived positive general feedback. Exploratory factor analyses (EFA) and CFA provided evidence of the adequate construct validity for the PTF and confirmed the construct validity for the PELES.Conclusion: Teachers need to create a learning environment that leads students to perceive it as non-threatening and challenging. They should seek to provide positive general feedback to create a more stimulating learning environment.
Use of Feedback in Physical Education and Sports Lessons for Student Point of View
Universal Journal of Educational Research
The most important element of the education system is education itself, the process through which student behaviours are acquired. One of the most crucial and effective elements in this learning process is feedback. Feedback to students is at the centre of much research that discusses interaction between student and teacher behaviour. In physical education and sports lessons, it is particularly important for the student to be given proper feedback, because it will affect skill learning. With this in mind, the current research was conducted in order to evaluate the types and ratios of feedback teachers use in their physical education classes. A 5-point likert-type measuring instrument, which was adapted by the researcher and consisted of 35 questions, was used in the research. Test-retest value of the scale was found to be .84; Cronbach alpha internal consistency value (α) was found to be .81. In the data analysis, frequencies, percentages, and t test were used, and the significance level was determined as 0.05. The results show that in the students' evaluation, feedback is used on a large scale in physical education and sports lessons. No significant difference was found when the teachers' feedback usage rates were compared according to the gender variable of the students or the gender of the teachers (p> 0.05). According to the class variable, the difference between the scores of the 8th and 9th grade students was significantly in favour of the 8th grade students (p <0.05). Regarding whether lessons took place in a gym or not, the difference between the scores of students studying at the gym and those not studying at the gym was found to be significantly in favour of the group not studying at the gym (p <0.05).
A Study on Motivation of School Children Towards Participation in Sports
SMART Journal of Business Management Studies, 2008
The sports motivation is a research topic that has been at the heart of many sport and exercise science studies both in the past and present. Sports Motivation Scale (SMS) is necessary to develop and assess extrinsic and intrinsic motivation for athletes to participate in sports. The original form of SMS was developed by Dorcas Butt (1979) and has aimed at measuring aggression, conflict, competence, competition and cooperation in various forms of motivation for the school students. In this paper, a study of sports motivation was carried out among 100 school students practising in sports. This study helps to identify the level of motivation among the sports children and also throw light on the area in which the motivation can be strengthened so that children can show an improved performance in future.
Journal of Advances in Sports and Physical Education, 2021
Physical education teachers face the challenge of providing motivating and enjoyable experiences during physical education classes on a daily basis. Thus, the level of students' motivation for physical education takes on special importance. The main objective of this work was to establish the motivations of students of regular and professional education regarding the practice of collective or individual modalities in physical education classes. Fifty-one students participated in the study (36 men and 15 women; mean age = 15.67 ± 1.0). The sample was divided into two classes; one of regular education and another of professional education. The students answered a questionnaire that aimed to verify their motivations regarding the preference of individual or team sports during physical education class. The results show a clear preference for the practice of team sports, compared to individual sports, regardless of the type of student education. It was concluded that, both regular and professional education students were more motivated to practice team sports during physical education. In addition, the results show a greater predominance in the teaching of team sports during physical education classes.
Study on Children Motivation in Practicing Sports
2011
Purpose. Motivation is a regulator psychological phenomenon that activates the human mental life. Athletes' motivation for their performance is determined by the harmony between the intrinsic and extrinsic motivation. The purpose of this study is to detect the main reasons that stimulate children in practicing sports. Methods. The main method of research is the survey. We had a set of 10 questions, for a total of 60 subjects aged 8 to 10 who practice individual sports, such as: track, rhythmic gymnastics and swimming. The subjects' responses were analyzed quantitatively and qualitatively, and were represented in chart form. Results. The subjects responded to all questions. The responses were generally similar in all sports. Conclusions. At the age of 8-10, children are motivated to practice sports by personal needs that induce pleasure, but also due reasons supported by parents.