Autonomy, Choice, and Pupils’ Motivation—Are They Really Related?

Abstract

Purpose: Examining the differences in motivation between learners in schools with a choice-based physical education (PE) curriculum and those with a non-choice-based curriculum, and identifying which sport activities these students prefer, using SDT as a conceptual framework. Method: Participants were 536 pupils from grades 10-12 from eight schools. Four schools offered a choicebased curriculum in PE and the other operated according to a teacher-based curriculum. A questionnaire examined their PA habits in leisure time, their motives for activity in PE lessons, and their preferred activities in these lessons. Results showed that pupils in classes with no choicebased curricula reported higher levels of motives then pupils in classes with choice-based curricula. Girls reported higher level of motives than boys. Preferred areas of activity illustrated the traditional-social difference between boys and girls. Conclusion: Schools that offer choice-based curricula should sharpen the answer to the question-what constitutes a worthwhile or true choice.

Effects of an Autonomy-Supportive Physical Activity Program for Compensatory Care Students During Recess Time

“…Additional research suggests that student choice alone is not necessarily sufficient to strengthen motivation in students in physical education classes (Sima and Einat, 2015). These findings indicate that other strategies and forms of assistance may be necessary beyond student autonomy support.…”