Effect of sports training programme on juvenile sports dancers motivation

Abstract

Purpose:Lately, the researchers have paid more and more attention to the issues of sport motivation of exercising schoolchildren, but there are few scientific studies drawing the attention of researchers to sports training programme effect on juvenile sports dancers motivation. Purpose: to verify the effectiveness of sports training programme on the expression of juvenile (9-11 years old) sports dancers sport motivation. Material:A scheme of the research of three groups was applied by using the initial and final measurements. The initial research was performed before the experiment and the final research was performed after the experiment, during the sports practice by using the sport motivation scale (SMS). 54 junior (9-11) dancers participated in the pedagogic experiment and they were divided into three groups: EG-1 -first experimental group, EG-2 -second experimental group, CG -control group. Each group consisted of 9 girls and 9 boys. The groups that participated in the experiment performed sports training programmes with the different diversity of methods and means. Kholmogorov -Smirnov test and Wilcoxon Z criterion were used for the descriptive index analysis in order to compare two independent samples. Results:The results of the research showed that the expression of the sport motivation-indicating subscales increased statistically significantly in groups EG-1 and EG-2 of juvenile (9-11) dancers in the 12-week period of the pedagogic experiment: "to find out", "to strive for perfection", "to experience". The intensity of the subscale of "amotivation" did not increase statistically reliably in the period of the pedagogic experiment (p>0,05). Moreover, it was determined that the internal motivation-indicating subscale "to strive for perfection" was the most expressed in the junior dancers. Conclusions:the diversity of sports training methods and means applied during the pedagogic experiment had a positive influence on the expression of sport motivation in the juvenile (9-11) dancers. After the sports training programmes, there were statistically significant changes in the both experimental groups in relation with the effect of the sports training programme according to the expression of the internal motivation-indicating subscales: "to find out", "to strive for perfection" "to experience" and of the external motivation-indicating subscales: "direct external regulation" and "to identify, synchronize".

Can the Curriculum of Creativity Affect Motivation to Dance?

“…Motivation determines why young dancers perform the same task differently under the same conditions and why gifted children perform the same task differently. For example, (Uspuriene, 2015;Uspuriene & Sniras, 2018) have found that technical training is often the predominant focus of competitive dance training, and that monotonous, uniform tasks can lead dancers to be overly competitive or even unwilling to dance.…”

“…The motivation of young dancers (12-14 years old) was measured with The sport motivation scale (SMS) (Pelletier et al, 1995), which is adapted and validated for dancers (Ušpurienė, 2015;Uspuriene & Sniras, 2018). This scale is based on the Self-determination theory (Deci, Ryan, 1985;2009), which states that motivation has two origins: intrinsic and extrinsic.…”

Influence of Cooperative Learning Intervention on the Intrinsic Motivation of Physical Education Students—A Meta-Analysis within a Limited Range

“…In other words, students participate in physical education activities entirely out of their needs, desires, and cognition, such as the desire to obtain physical pleasure and psychological pleasure or stimulation from physical education activities, or to satisfy the active, curious, or competitive mentality [ 4 ]. The latter refers to physical education activities generated from external factors instead of students themselves; that is, students’ participation in physical education activities is caused by external incentives or pressure, such as wishing to be praised, rewarded, or avoiding punishment [ 5 ]. Generally, students’ physical education activities are driven by both internal and external motivations, but at a particular moment, students are often driven by one motivation [ 6 ].…”