ERIC Number: EJ1049235
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Help Motivate the Amotivated by Being a Supportive Teacher
Perlman, Dana J.
Physical Education and Sport Pedagogy, v20 n2 p204-214 2015
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 self-determination 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 autonomy supportive 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.
Descriptors: Teacher Student Relationship, Student Motivation, Motivation Techniques, Physical Education, Physical Activities, Teaching Models, Secondary School Curriculum, Grade 9, Control Groups, Experimental Groups, Pretests Posttests, Observation, Coding, Teacher Behavior, Self Determination, Social Environment, Psychological Needs, Personal Autonomy, Competence, Likert Scales, Scaffolding (Teaching Technique), Helping Relationship
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; Grade 9; Junior High Schools; Middle Schools; High Schools
Authoring Institution: N/A
Grant or Contract Numbers: N/A