Help motivate the amotivated by being a supportive teacher

Abstract

Background: A major goal within physical education is to develop a student who will engage in a lifetime of physical activity. A concept deemed critical and strongly associated with engagement in physical activity is motivation. As such, a number of research studies have been focused on elements that facilitate student motivation in physical education. An area of limited inquiry has been focused on those students with extremely low levels of motivation, also termed amotivated. Therefore, the aim of this study was to examine the impact of teacher instruction, based within selfdetermination theory (SDT), on the motivational responses of amotivated students. Purpose: The purpose of this study was to examine how different forms of teacher instruction, based within SDT, can influence amotivated students' motivational responses within secondary physical education. Participants and settings: Forty-eight (Male ¼ 18; Female ¼ 30) amotivated students engaged in a compulsory Year-9 sport-based physical education class. Participants were randomly assigned to one of two treatment groups (autonomy-supportive or control). Data collection: Participants' motivational responses were collected using a pretest/ posttest design. Teacher data were collected through the observation and coding of specific behaviors. Data analysis: Data were analyzed through a set of (2 × 2) (Group × Time) Repeated Measures analysis of variances (ANOVAs). Significant ANOVA calculations were placed on a chart to illustrate where the significance was located. Results: Analysis of data indicated that amotivated students engaged in the autonomysupportive classes reported significantly higher levels of self-determined motivation and support for relatedness compared with the control group. Conclusions: Findings from this study provide empirical support for the infusion of autonomy-supportive teaching within physical education. Previous SDT-based instructional studies have reported that teachers who are more supportive have students who report positive experiences and are more physically active. This study extends the SDT body of knowledge by demonstrating the positive motivational change for students with extremely low forms of motivation. Specifically, amotivated students engaged in the autonomy-supportive classes reported significantly higher levels of self-determined motivation and support for relatedness.

Capacidad predictiva del apoyo a la autonomía en clases de educación física sobre el ejercicio físico

“…Trabajos previos (Cheon et al, 2016) han comprobado que el apoyo a la autonomía percibido en el docente predecía positivamente la satisfacción de las necesidades de competencia, autonomía y relación con los demás, la cual a su vez predecía positivamente la motivación autodeterminada. Además, la motivación autodeterminada predecía positivamente el esfuerzo y la persistencia del alumnado en clase (Perlman, 2015;Standage, Duda y Ntoumanis, 2006). Como novedad, en el presente estudio se incluyen en un único modelo las variables intención y conducta hacia la práctica de actividad física.…”

Clarifying the influence of sport education on basic psychological need satisfaction in high school students

“…In this sense, over the last decades, the pedagogical models have evolved from instructional methodologies labelled as skillsbased approaches, reproductive teaching styles or teacher-centred models up to tactics-based approaches, productive teaching styles or student-centred models (López-Ros, Catejón-Oliva, Bouthier, & Martí-Llobet, 2015;Metzler, 2011). This change in the mode of understanding the instructional process intends to achieve specific goals of the subject of PE such as promotion and adherence to regular physical activity and sports initiation through positive educational experiences and the development of motivation in PE class (Evangelio, González-Víllora, Serra-Olivares, & Pastor-Vicedo, 2016;Perlman, 2015).…”

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“…Since it was launched in the 1990s, the European Commission and the Council of Europe have funded many initiatives in support of CLIL because it responded to a need in Europe for enhancing second-language education and bilingualism (Marsh, 2002). In the Physical Education (PE) field it is easy to encounter examples of its application in countries such as Italy, Greece or Spain among others (Salvador et al, 2017) and even similar studies which use PE to teach a second language have been developed in the USA (Lieberman et al, 2010;Nguyen & Watanabe, 2013;Santillan, Jacobs & Wright;2015;Sato & Hodge;Sato, Walton & Kim, 2017), even though these do not use CLIL methodology. Specifically, the focus setting of the current paper is the Spanish context, although some of the results presented may be interesting for the rest of countries using CLIL and/or those interested in using it or a similar method in the future.…”