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ERIC Number: EJ1081070
Record Type: Journal
Publication Date: 2015
Pages: 6
Abstractor: As Provided
Reference Count: 28
ISBN: N/A
ISSN: ISSN-0730-3084
Enhancing Student Motivation in College and University Physical Activity Courses Using Instructional Alignment Practices
Kim, MooSong; Cardinal, Bradley J.; Yun, Joonkoo
Journal of Physical Education, Recreation & Dance, v86 n9 p33-38 2015
Motivation is a key factor in promoting students' active engagement in regular physical activity. According to self-determination theory -- one of the prominent motivational theories -- for this to occur, students' basic psychological needs must be met (i.e., their need for autonomy, competence and relatedness). Students' self-determined motivation may be further amplified by using evidence-based pedagogical practices, such as instructional alignment. Such information may be particularly valuable for college and university physical activity instructors who are sometimes experts in their activity, but who may have little formal training in motivational theory or evidence-based pedagogical strategies. In this article, we describe the concept of instructional alignment and discuss how college and university physical activity instructors, in particular, can integrate this knowledge into their courses with the intent being to enhance their students' satisfaction of basic psychological needs and long-term physical activity motivation. Multiple practical applications are shared.
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 - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A