Chapter 9

1. Chapter 9 Motivating Children to Be Physically Active with Additional Content on FLOW and Online Resources

2. Rationale for Motivation • To present ideas and information useful in motivating children and adults to be physically active now and over their lifetime

3. In order to achieve the goals of quality physical education, teachers must “turn students on” to participating in physical activities (Martens, 1996). It is essential to review and reconsider the ways children and adults are motivated

4. Critical Thinking Poor teaching practices among physical educators are often due to a lack of critical thinking. Through critical thinking, physical educators can implement developmentally appropriate physical education that fosters recreation as well as learning. Some suggestions on how to eliminate poor teaching practices, such as using inappropriate equipment and allowing student captains to choose teams, are presented.

5. What is Critical Thinking? Critical thinking is the ability to think clearly and rationally about what to do or what to believe. It includes the ability to engage in reflective and independent thinking. Someone with critical thinking skills is able to do the following : • understand the logical connections between ideas • identify, construct and evaluate arguments • detect inconsistencies and common mistakes in reasoning • solve problems systematically • identify the relevance and importance of ideas • reflect on the justification of one's own beliefs and values

6. PE Hall of Shame - Article The PE Hall of Shame was established in 1992 to help professionals: • take a closer look at themselves • focus on developmentally and programmatically appropriate PE and • to encourage professionals to strive toward structuring and teaching classes in order to achieve the ultimate goals of physical (motor skills and fitness), cognitive, and affective development of students. Ultimately, students should develop a unity of their minds and bodies to enable them to live as healthy and productive adults in society.

7. Lesson Presentations

8. Break – 15 minutes

9. MOTIVATION • Students have two primary sources of reinforcement when involved in class activities: • Themselves • Those around them (teachers, parents, students, staff, etc.)

10. MOTIVATION INTRINSIC MOTIVATORS: Sources of reinforcement from within the person Within the person’s control EXTRINSIC MOTIVATORS: Sources of reinforcement from others. Outside of person’s control (This could include prizes, rewards, etc.)

11. New Approaches to Motivation • Instill feelings of motor skill competency in their children • Build the students’ intrinsic motivation • Involve the students in the learning process • Involve yourself by modeling enthusiasm for physical activity and by joining others in the community to encourage physical activity

12. Instill Feelings of Motor Skill Competency • Avoid embarrassing children during physical activities • Respect differences in physical abilities • Maximize opportunities to practice skills • Use developmentally appropriate movement activities • Provide task variations to adjust for varying ability levels

13. Maximize Practice Opportunities

14. Building Intrinsic Motivation • Draw attention to positive feelings experienced during physical activity • Plan for all students to be successful • Communicate attainable expectations with encouragement and accountability • Evaluate students appropriately • Praise students for jobs well done • Link increased effort with improved ability to allow students to control whether or not they will be successful • Construct flow experiences for children (sense of exhilaration from participating in physical activity)

15. Involve Students in the Learning Process • Listen to student voices about their experiences in physical education • Share control of the learning process with the students • Provide a cognitive basis for being active

16. Involve Yourself • Model enthusiasm and interest in physical activities • Join with parents and others in the community to effectively impact children’s activity levels Have fun and enjoy the activity time! Fun with a purpose!

17. Resources for Motivation Claremont Graduate University Quality of Life Research Center http://www.cgu.edu/qlrc http://cgu.edu/pages/4751.asp The Quality of Life Research Center (QLRC) at Claremont Graduate University was founded in 1999. The QLRC is a non-profit research institute that studies Positive Psychology; that is, human strengths such as creativity, engagement, intrinsic motivation, and responsibility.

18. Article: Help Your Child Find the Flow Balance Between Challenge and Skill (developmentally appropriate)

19. Flow: Seeking Balance between Skills and Challenge

20. Resources for Motivation: FLOWThe Psychology of Optimal Experience Mihaly Csikszentmihalyi is one of the world's leading researchers in positive psychology. As the founding co-director of the Quality of Life Research Center at Claremont Graduate University, he specializes in research on psychological strengths of the human brain such as optimism, creativity, intrinsic motivation, and responsibility. Inspired by ancient Greek philosophers, he is known as the creator of the concept ‘FLOW;' a satisfactory state of being in which a person feels completely absorbed in activity while losing his or her sense of time. Pleasure, Engagement, Meaning = Happy Life https://www.youtube.com/watch?v=JjliwSJGDiU

21. Resources for Motivation FLOW BY MIHALY CSIKSZENTMIHALYI | ANIMATED BOOK REVIEW (from Fight Mediocrity) https://www.youtube.com/watch?v=8h6IMYRoCZw Mihaly Csikszentmihalyi asks, "What makes a life worth living?" Noting that money cannot make us happy, he looks to those who find pleasure and lasting satisfaction in activities that bring about a state of “FLOW."

22. Resources for Motivation FLOW 101: Five of the World's Best Athletes Reveal the Secrets of the Zone https://www.youtube.com/watch?v=aiechBcdYhg In the first episode of The Rise of Superman video series, some masters of FLOW -- including Travis Rice, Jimmy Chin, Chase Jarvis, Mike Horn, Dean Potter, Danny Way and Ian Walsh -- talk about what the flow experience is like for them.