The influence of low-performing students' motivation on selecting courses from the perspective of the sport education model

Abstract

Purpose : Most studies on the sport education model (SEM) have focused on curriculum content and assessed students’ learning outcomes on the basis of teaching units and items. In contrast to the SEM, direct instruction (DI) emphasizes the learning of each unit and involves a shorter learning period. Few empirical studies have explored the moderating effect of elective motivation on the relationship between the SEM and low student performance in PE. Material : The present study employed a nonequivalent pretest-posttest quasi-experimental design with an experimental group, which received education under the SEM, and a control group, which received DI. The experiment was conducted in a university in Taiwan, with 115 students from two badminton classes selected as participants. Results : The results revealed that when the SEM was employed in physical education (PE), students’ elective motivation toward PE courses improved significantly and was significantly higher than that of students receiving DI. The SEM also effectively increased the elective motivation of low-performing students. Conclusions : Students can experience success in a teamwork setting, avoid a sense of loss and helplessness commonly experienced during individual competition-based learning, and change their elective motivation toward PE courses.

Impact of Sports Education Model in Physical Education on Students’ Motivation: A Systematic Review

“…Six studies did not describe participants’ eligibility criteria and selection [ 13 , 18 , 19 , 21 , 22 , 25 ]. Twelve of them included information about teachers’ experiences in sport education and/or PE [ 8 , 13 , 14 , 15 , 18 , 19 , 20 , 21 , 22 , 23 , 24 , 25 ], but only seven reported students’ experiences [ 9 , 14 , 15 , 16 , 20 , 21 , 25 ].…”

“…The review was performed following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines [ 17 ] and is presented in Figure 1 . Articles that studied the relationship between the SEM in PE classes and students’ motivation served as a basis for this review [ 8 , 9 , 18 ].…”

“…Most research acknowledges that the SEM as a more effective model than the traditional and direct instruction model in various factors like students’ attitudes, motivation, or self-determination towards PE [ 8 ], mainly in low-performing students [ 9 ]. According to the self-determination theory, intrinsic motivation is promoted by fulfilling competence, autonomy, and relatedness [ 10 ].…”

“…One of the objectives of PE is the increase of physical activity (PA) levels and motivation for PA in and out of school. Research suggests that students’ motivation in PE following the SEM is significantly higher than students receiving traditional PE [ 8 , 9 , 15 , 16 ]. However, to better ascertain the role of the SEM on motivation, it is important to summarize the existing evidence.…”

O Sport Education Model como possibilidade formativa: uma experiência na formação inicial em Educação Física

“…As atividades foram compartilhadas entre os grupos, possibilitando a troca de experiência entre as equipes. Esta estrutura de aula permitia que os estudantes discutissem a respeito das atividades, refletissem sobre elas e no momento final compartilhassem suas Research, Society and Development, v. 9, n. 8, e174985556, 2020 (CC BY 4.0) | ISSN 2525-3409 | DOI: http://dx.doi.org/10.33448/rsd-v9i8.5556 experiências e dificuldades, essas ações, segundo Kao & Luo (2019) aumentam o sentimento de afiliação e amplia as possibilidades de aprendizagem.…”