Implementation of Motivation Physical Education Learning in Elementary Schools (original) (raw)
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Teacher Physical Education Major Factor in Motivating Pupils
2020
Introduction: Motivation is closely related to creating an active attitude and ensures more active involvement of pupils in the learning process, where it increases the security of the individual's vital involvement in general physical education activities. This requires the teacher to look for more innovative methods to ensure that students are actively involved in the learning organization process. The purpose of this paper review is to analyze literature in the field of teaching psychology as well as from the field of teaching, with a spectrum related to their motives, attitudes and connections with teacher strategies, to provide an analysis with conclusions on the most appropriate ways which would help improve the active involvement of pupils in physical education. Methodology: In order to fulfill this review are using methods of literature analysis, and is made combination and comparison of data from various works and projects of authors varied. To successfully realize this review paper we studied and analyzed the contemporary scientific literature provided by various Internet-based research sectors such as: "Jab Ref" "Pub Med" "Google Scholar" "Medline" "Sports Discuss" and "Research Gate". The methods used are: literature analysis, physical activity statistics, conclusions and recommendations. Conclusions and recommendations: all the literature used can be clearly seen the importance of understanding motivation, and the factors on which it depends on the teacher. The purpose of physical education, ie the concept of physical education class has changed radically in ARENA-JPA, ISSN 2285-830X 9, pp. 57-68, 2020 all developed countries. Modern physical education should aim at strengthening personal traits, in preparing for an active lifestyle not only at school, but throughout life.
The Relationship between motivation to teach and teaching method of Physical educators
2017
Correspondence: Mehdi Sohrabi, Associate Professor in Motor Behavior Ferdowsi University of Mashhad, Mashhad, Iran. E_mail: sohrabi@um.ac.ir ABSTRACT Nowadays, education systems are led by the two-way teacher-student graph. Thanks to students' participation in the act of teaching, a teacher can easily select the appropriate method or methods of teaching in accordance with his/her students' ability, the topic of the lesson, educational goals and contextual conditions. Therefore, all communities need experienced, talented and motivated teachers so that they can educate their youth in a modern education system and prepare them to realize the goals of the society. This research aims at investigating the relationship between motivation to teach and physical educators' training method. To do this, 250educators who taught at senior high school were randomly selected. All educators responded to the teaching method and motivation to teach questionnaires. Alpha Cronbach's coef...
African Educational Research Journal, 2019
The importance of Physical Education (PE) is acknowledged worldwide. However, various countries have found many problems with regards to PE teaching and learning such as the existence of unknowledgeable and incompetent teachers. The purpose of this study is to determine the significant differences between trained and untrained PE teachers in relation to classroom management strategies (CMS) and teaching motivation (TM) by using independent t-test. Additionally, this study sought to examine the relationship between CMS and TM among trained and untrained PE teachers through correlation analysis. The samples of this study were 72 PE teachers in Southern Thailand (40 trained and 32 untrained PE teachers respectively). Questionnaire was used as the instrument for data collection which comprises Classroom Management Strategies Questionnaire (CMSQ) and Autonomous Motivation for Teaching Questionnaire (AMTQ). The results evinced that trained PE teachers are better at CMS and TM compared to untrained PE teachers. It was also found that there is a positive relationship between CMS and TM for trained PE teachers. Meanwhile, there is no significant relationship between CMS and TM for untrained PE teachers. This study provides empirical evidence to confirm that teachers who teach physical education must be expert in the area. Moreover, proper CMS and teacher motivation should be enhanced concomitantly.
The motivation and teaching strategies in pre-service physical education teachers
Journal of Education and Learning (EduLearn), 2022
Coronavirus disease 2019 (COVID-19) pandemics significantly affect teaching and learning. Especially physical education teaching that emphasizes practice in the field or large space. On the other hand, physical education classes must do online teaching, which leads to students not being interested in learning. This reason affects the teacher's motivation, making most teachers bored to teach without motivation. Specifically, in the pre-service physical educators who have low experience in teaching and leads to unenjoyed in their class. Consequently, pre-service physical educators need to find new strategies to teach students to be of greater interest. Thus, this study examined the relationship between teachers' motivation (intrinsic and external motivation) towards teaching strategies among pre-service physical educators. The instruments were regarding teachers' motivation in terms of intrinsic and external motivation and teaching strategies. The respondents were 157 pre-service physical educators in five universities in the border provinces of Southern Thailand. The result showed that there is a relationship between intrinsic and external motivation towards teaching strategies among the participants. These results provide guidelines for pre-service physical educators to improve their teaching and enhance students' achievement in the future through online physical education classes.
Motivation, Learning Strategies, and Performance in Physical Education at Secondary School
Advances in Physical Education, 2016
Field studies investigating self-determined motivation in relation to learning strategy use and its educational outcomes in physical education are lacking. The purpose of the present study was therefore to test a Self-Determination Theory (SDT; Deci & Ryan, 2000) process model of learning strategy use as it related to participation and performance in physical education courses in eighth through tenth grades. In this model, autonomy support from teachers was hypothesized to be positively related to basic psychological need satisfaction. In turn, need satisfaction was expected to be positively related to autonomous motivation and perceived competence, both of which should be positively related to learning strategy use. Finally, learning strategy use was hypothesized to be positively related to the level of participation and the performance (i.e., grades) in physical education courses. Structural equation modeling supported the SDT process model. All indirect links in the structural model were also significant.
Cloes-Ledent-Delfosse-Pieron.doc 1 Physical education teachers ’ perception of pupils ’ motivation
2014
Motivational aspects play a particularly important role in teaching. They are considered a powerful mediator between teacher action and teaching effects. Pupils ’ motivation towards school and physical education has already been analysed from the pupils ’ point of view (Piéron, Ledent, Almond, Airstone and Newsburry, 1996). On another side, its perception by teachers is less documented. This study focused on the identification by PE teachers of pupils ’ behaviours indicating that they were motivated or not. Moreover, perception of reasons related to lack of motivation in pupils was also investigated. Twenty-nine teachers fulfilled a questionnaire during an inservice preparation seminar. Their answers were analysed and inductively classified in categories. Thirteen categories of criteria showing the presence or lack of motivation were identified. Motivation was predominantly perceived by (1) the quality of the working climate (16.8%); (2) the intend to be involved in the PE lesson (1...
1 9 4 ] Motivation in physical education classes
This article presents a brief overview of empirical studies in school physical education (PE) that have employed self-determination theory (SDT) and, where relevant, proposes ideas for future research in this area. First, we review research on teachers' interpersonal style and its relation to students' motivation. Second, we discuss intervention studies aimed at optimizing teachers' interactions with students. Third, we present an overview of findings suggesting that basic psychological needs and motivational regulations predict various cognitive, affective, and behavioral outcomes in PE. Finally, we provide practical recommendations for PE teachers drawing from initial intervention studies in PE.
Student Motivation in Physical Education Breaking down Barriers
Journal of Physical Education, Recreation & Dance, 2004
S t uden ts in kindergarten appear to be propelled by curiosity and driven by an intense need to explore. They are willing to interact with and make sense of their environment. Rarely does one hear complaints that preschoolers are unmotivated in physical education . Unfortunately, in many cases, students begin losing interest in physical education as they progress through school. A fundamental requirement for developing a successful physical education program is to interest and motivate students to learn the intended objectives. Motivation is defined as "the collection of causes that engage someone in an activity" (Wakefield, 1996, p. 494). In order to better understand the decline in students' motivation with regard to physical education, the authors extensively explored the literature and undertook observations of physical education programs at the elementary (KA) and middle school (5-8) levels. The intention was to develop a better understanding of the practical application of previous motivational research. As graduate teaching assistants at the schools, several of the authors were in an excellent position to observe and interact with the students.
Turning the Switch On! The Teachers’ Ability to Influence Student Motivation in Physical Education
Student motivation is an area of importance in physical education due to the association with enhanced levels of effort, participation and aspects of learning . Physical education specialists are routinely challenged by students who demonstrate behaviours indicative of low levels of motivation, such as high rates of absenteeism and severely low levels of active participation within the class setting (Ntoumanis, Peensgaard, Martin & Pipe, 2004). indicate that the teacher is a primary driver for the development and implementation of experiences that support and/or thwart student motivation. Therefore, the purpose of this study was to examine the influence of a motivational intervention on 27 pre-service physical education teacher's (PTs) abilities to develop and implement motivational instruction during a practicum field experience. Motivation and related intervention within this study was grounded in achievement goal theory (AGT); whereby students are motivated when engaged in an educational context that is supportive of their perceptions of competence. Data were collected from PTs narrative lesson plans and actual teaching episodes during the practicum using a pretest/post-test design.