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Motiviation in PE

Motiviation in PE. Identify several methods for motivating students. Use the following categories to help generate ideas: Intrinsic Extrinsic Teacher Curriculum Climate Miscellaneous. Responses. Competition – tournament Teacher qualities – concerned, approachable, fun

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Motiviation in PE

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  1. Motiviation in PE

  2. Identify several methods for motivating students. Use the following categories to help generate ideas: • Intrinsic • Extrinsic • Teacher • Curriculum • Climate • Miscellaneous

  3. Responses • Competition – tournament • Teacher qualities – concerned, approachable, fun • Benefits of physical activity • Grades • Choose activities • Play music students like • Teams – sport ed • Novel or new activities • Assignment – develop their own activity (jigsaw) • Model enthusiasm and wellness • Incentives – open gym, extra credit, captainship • Feedback - positive

  4. Flow (enjoyment) channel • Viewing Success is formed by: • Perceived ability • Competence • Past experiences • Choice of tasks • “Failing forward”

  5. Records • Fitness – large posters for each of the health-related fitness components separate by grade and sex. • Cooperative activities • Turnstile, keypunch, etc (timed) • Adventure activities

  6. Technology: • Pedometers, HR monitors, video analysis (moviemaker skills), picture boards • Enjoyment • ‘Specifically, they demonstrated the mediating role of enjoyment in explaining the relationship between students' experiences in PE and their level of physical activity outside of school.’ • QUITE a connection! • Cox, A., Williams, L., & Smith, A. (2007). Motivation in physical education and physical activity behavior outside of school. Journal of Sport and Exercise Psychology, 29, 154-155.

  7. Promoting Intrinsic Motivation • Freedom to make choices (both in activities and within lessons) • “Allow students to choose between either a drive or a wrist shot in a hockey unit achieves the desired outcome of having them practice striking skills while providing them freedom in which striking skill to practice.” • Allow students to modify activities: “Providing a choice of slower moving or larger balls in a handball unit or a lowered basket in a basketball unit are ways to increase a youngster's intrinsic motivation to participate. The most important point is that the successful outcome” • Alderman, A., Beighle, A., and Pangrazi, R. (2006). Enhancing motivation in physical education: promoting intrinsic motivation, enhancing perceived physical competence, and creating a mastery-oriented environment will increase students' enjoyment of physical activity. The Journal of Physical Education, Recreation & Dance, 77(2), 41.

  8. Choice • The results revealed that the girls in the choice group reported more intrinsic motivation, experienced less external control, and felt less motivated in the physical education setting. The authors reported that these results are supported by a number of other studies indicating that students are more motivated and self-determined when they think the environment supports autonomy. • Johnson, D. (2005). The effect of choice on motivation. The Journal of Physical Education, Recreation & Dance, 76(1), 8.

  9. Perceived Physical Competence • Sense of accomplishment and skill improvement, not necessarily skill level (Ali). • Enough time to practice skills with an emphasis on quality of movement (i.e., practicing correctly) • “Okay, you have one minute to hit the target 25 times"  quantity over quality. Better to give an appropriate amount of time to practice versus trials.

  10. Emphasizing the outcome of a skill, (e.g., successfully making a free-throw), decreases a student's willingness to take risks or perform the skill in the future. For example, a student who uses proper technique when shooting a basketball but fails to make the shot might believe that she performed the skill incorrectly even though the technical points of the shot were performed correctly. Instead, stress the technique (e.g., "Nice Barbara, you kept your elbow in and really followed through. Keep it up, your shot is looking great"). • Suggest grading based upon technique rather than execution or a combination of the two. • Allow students to practice in a scatter formation rather than a circle to avoid the perception others are watching them.

  11. Teaching Style • The student teachers were filmed teaching three lessons each, adopting a different teaching style for each. The teaching styles selected were command/practice, reciprocal and guided discovery. Results revealed that the reciprocal and guided discovery styles resulted in more mastery and less performance-focused teaching behaviors and more adaptive cognitive and affective responses than the command/practice style. • Morgan, K., & Kingston, K. (2005). Effects of different teaching styles on the teacher behaviours that influence motivational climate and pupil? European Physical Education Review, 11(3), 257-285.

  12. Teaching Styles • Methods are ways of organizing and presenting the learning experiences to children • Vary your teaching methods to prevent student boredom • See styles on next slide

  13. Assessment • Teacher observation, self-observation, checklists, peer observation, and event task were the most commonly used forms of authentic assessment; portfolio and essay were the least commonly used techniques. Public school physical education teachers in this study perceived that authentic assessment use enhanced positively the self-concept, motivation, and skill achievement of their students. • Communicate fitness results and grades to parents • Mintah, J. (2003). Authentic assessment in physical education: Prevalence of use and perceived impact on students' self-concept, motivation, and skill achievement. Measurement in Physical Education & Exercise Science, 7(3), 161-164.

  14. General Motivational Ideas Motivation: • Design activities that will challenge all students. • Design lessons that students will find meaningful. Give the students explanations of what they are learning and how it applies to life outside the school setting (THE WHY of PE) • Eliminate changing days if possible (table tennis or yard games unit for example) • Rewards (choice of activity, stickers, privilege) • Provide students with lots of specific feedback. • “That was a great backhand, you’re awesome!” • Be caring and accepting of all students. Treat all students equally regardless of skill level, gender, race, culture, or socioeconomic status. • Avoid favoritism

  15. General Motivational Ideas • Mowling, C., Brock, S., Eiler, K., & Rudsill, M. (2004). Student motivation in physical education: Breaking down barriers. The Journal of Physical Education, Recreation & Dance, 75(6), 40-46.

  16. General Motivational Ideas Teacher: • Be enthusiastic about teaching PE • Avoid public proclamation of the winner • Avoid “fishbowl” activities • Avoid situations about personal competence • “Last one puts the equipment away” • Use a variety of teaching strategies and instructional models to keep class fresh

  17. General Motivational Ideas Administration • Administrators often lack the familiarity with physical education to see it as an important part of the overall curriculum • EDUCATE THEM - Invite administrators to observe or join in with PE classes. Teach them about our discipline; they control instructional time. Setting • Give students opportunities to improve their own surroundings by designing attractive bulletin boards, locker rooms, and playing areas • Be creative with equipment. Students and teachers may need to improvise equipment (e.g., milk containers, soda bottles, sock balls, dollar store items, panty hose racquets, etc.).

  18. Other Motivational Factors • Teams (sport ed) • Social environmental factors included supportive/non-judgmental classmates and school athletic facilities • If the facilities are run-down, it gives the impression PE is not important. • Physical activity behaviors of the family and family encouragement, participation in out-of-school athletic activities, media, and social preconceptions • Hassandra, M., & Goudas, M. (2003). Examining factors associated with intrinsic motivation in physical education: A qualitative approach. Psychology of Sport & Exercise, 4(3), 211-213.

  19. Barriers to Motivation • Humiliation • Changing • Sweating (1st period especially) • Gender appropriateness (boys=basketball, girls=dance) • Lack of or non-stylish clothing/sneakers • How can PE overcome these barriers? • Papacharisis, V., & Goudas, M. (2003). Perceptions about exercise and intrinsic motivation of students attending a health-related physical education program. Perceptual & Motor Skills, 97(3), 689-696.

  20. Barriers to Motivation • Intervention for Overweight/Obese Students • Determine status – how? • Intervene – how?

  21. Barriers to Motivation • There is a noticeable pattern in student enjoyment of physical education, as students grow older, they like PE less, particularly among females. • This has been document in countless research studies • What may account for this pattern? • Parish, L, & Treasure, D. (2003). Physical activity and situational motivation in physical education: influence of the motivational climate and perceived ability. Research Quarterly for Exercise & Sport, 74(2), 173-182.

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