Physical education in Taiwan: when students begin to take control

Abstract

Articles and papers were sourced by a keyword search in Google Scholar and Entrez pubmed utilizing motivation, self-determination, self-regulation, transformational teaching, Physical Education. AbstractSelf-regulation is seen as an inclusive approach to student learning, and physical educators have a responsibility to create a learning environment that is supportive of self-regulated learning. The aim of this study was to investigate the effect on selfregulated learning (SRL) of a physical education (PE) pedagogy based on Zimmerman's (2000) model of SRL. Constructs from the Intrinsic Motivation Inventory (IMI), the Motivated Strategies for Learning Questionnaire (MSLQ), and the Five Component Scale for Self-Regulation [FCSSR]) were used on an online survey platform (Bristol Online Surveys) pre and post an 8-week PE curriculum intervention (weekly PE lessons) in Taiwan. Participants were 632 Taiwanese Junior High School students (aged 12-15 years; 28 PE classes) and a waiting list control class (n = 21; aged 14-15 years). Multiple repeated measures ANOVAs were used to determine if therewere significant differences pre to post intervention period and also interaction effects between the intervention and the control class. Over time the intervention classes showed relatively small mean increases in enjoyment, perceived competence, intrinsic value, self-efficacy, cognitive strategy use, goal setting, strategy implementation and strategy monitoring. In contrast, eight out of the eleven factors for the control class showed relatively larger negative changes in scores. This data indicates that the benefits of adopting a self-regulated learning approach in PE lessons in Taiwan over an 8-week period appear to be more about the stability of these personal characteristics rather than the enhancement of them.