Sport education model and self-determination theory

Abstract

Using self-determination theory as a guiding framework, this study analyzed the impact of the Sport Education Model in self-determination and motivation, psychological basic need thwarting, enjoymentsatisfaction, boredom, and intention to be physically active in Physical Education (PE) of secondary school students in Spain. Two groups were selected for the study: an experimental group (EG; n=43), which received 19 volleyball lessons following the Sport Education Model, and a control group (CG; n=43), which received 19 traditional Physical Education lessons. Pre- and post-intervention measures were taken in both groups. The results showed significant improvements in intrinsic motivation in EG. The results are discussed, and the suitability of the Sport Education Model to improve self-determined behaviors in Physical Education is emphasized.

Can We Motivate Students to Practice Physical Activities and Sports Through Models-Based Practice? A Systematic Review and Meta-Analysis of Psychosocial Factors Related to Physical Education

“…Recently, Cuevas et al (2016) confirmed that the intrinsic motivation was significantly higher in the students who experienced the SEM in contrast with the students who participated in the DI, verifying the idea that SEM can produce enjoyment, pleasure, and well-being. These factors can determine the way in which the effort variable increases.…”

Sport Education and Sportsmanship Orientations: An Intervention in High School Students

“…A possible justification would be supported by students during the SE season having the opportunity to experience a higher level of autonomy in their teaching and learning process, fulfilling one of the main instructional needs demanded by students for the educational stage of high school [35]. In this regard, each group of students had the possibility to create their own warm-up session and to develop the instructional activities at their own pace, which probably led to an increase in students' intrinsic desire to actively participate in PE class [39,42].…”

“…Following previous research on SE [36][37][38][39], this study adopted a clustered randomized approach with, a priori, a non-equivalent control group and with pre-intervention and post-intervention measures. Due to each one of the three participating schools having already organized all their high school students into two classrooms, it was impossible to randomize them in accordance with an independent variable (pedagogical models).…”

“…In addition to this training course, the three PE teachers responsible for SE were monitored by a researcher with wide expertise in this models-based practice, while the other three PE teachers in charge of TT were monitored by a second researcher with broad expertise in this pedagogical model. Particularly, this monitoring included three action units: (a) analysis lesson-per-lesson throughout the intervention program, (b) meetings just after each lesson to solve problems and doubts, and (c) an external assessment conducted by a single observer for each group [39,42,43]. In particular, the observation record sheet elaborated by Sinelnikov [40], and adapted by Calderon, Martinez de Ojeda and Hastie [43] to the Spanish context, was used to verify the correct implementation of SE in the experimental group, while the observation record sheet developed by Cuevas, García-López and Serra-Olivares [39] in the Spanish context was used to confirm the adequate implementation of TT in the control group.…”

“…Particularly, this monitoring included three action units: (a) analysis lesson-per-lesson throughout the intervention program, (b) meetings just after each lesson to solve problems and doubts, and (c) an external assessment conducted by a single observer for each group [39,42,43]. In particular, the observation record sheet elaborated by Sinelnikov [40], and adapted by Calderon, Martinez de Ojeda and Hastie [43] to the Spanish context, was used to verify the correct implementation of SE in the experimental group, while the observation record sheet developed by Cuevas, García-López and Serra-Olivares [39] in the Spanish context was used to confirm the adequate implementation of TT in the control group. Both assessors also ensured the absence of mismatches between the planned and implemented content in the two instructional conditions.…”