A Theoretical Conceptualization for Motivation Research in Physical Education: An Integrated Perspective
TLDR
In this paper, an integrated conceptual framework for future research is proposed to link motivation to specific achievement settings, to the physical education curriculum, and to the socioeconomic enviro-graph.Abstract:
This paper is intended to conceptualize motivation research in physical education from an integrated perspective in that the motivation research and its findings are situated in the dynamics of teaching and learning. Major motivation theories and research findings are reviewed, synthesized, and critiqued. The synthesis shows that a dominant number of motivation research studies have been baed on achievement goal theories. An emerging line of research relies on the theoretical framework of interest. In most studies, motivation is conceptualized as individual psychological dispositions rather than a process of learner-content interaction in the context defined by the curriculum. The synthesis also revealed that the Findings are limited because learning achievement was loosely or not at all defined in most investigations. An integrated conceptual framework for future research is proposed to link motivation to specific achievement settings, to the physical education curriculum, and to the socioeconomic enviro...read more
Citations
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The Schools We Deserve@@@A Place Called School: Prospects for the Future
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TL;DR: A study of U.S. schools was carried out over four years as discussed by the authors, where trained investigators went into more than 1,000 classrooms in 38 elementary and secondary schools in seven different sections of the United States.
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Effects of a Sport Education Intervention on Students’ Motivational Responses in Physical Education
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An Idiographic Analysis of Amotivation in Compulsory School Physical Education
TL;DR: In this paper, the authors provide an in-depth account of amotivation in compulsory school physical education by examining its major causes, the way it is displayed, and how it can be tackled.
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Achievement Goals, Social Goals, and Students’ Reported Persistence and Effort in High School Physical Education
TL;DR: In this article, the authors examined the relationship between achievement goals and social goals and explored how students' achievement goals might affect their reported persistence and effort expended toward physical education in high school settings.
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Fourth-Grade Students' Motivational Changes in an Elementary Physical Education Running Program
TL;DR: Results indicated the students improved their run but became less motivated about running while participating in a year-long running program, providing strong empirical evidence that expectancy beliefs and interest are essential to children's motivation in elementary physical education.
References
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Implementing Curriculum Within a Context of Fear and Disengagement
Catherine D. Ennis,Donetta J. Cothran,Keren S. Davidson,Susan J. Loftus,Lynn Owens,Lisa Swanson,Peter M. Hopsicker +6 more
TL;DR: In this article, the authors examined situational and personal contextual factors that teachers and students reported as enhancing or minimizing student engagement in urban high school physical education classes and found that some students found some tasks to be embarrassing, boring, and irrelevant.
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Don’t Sweat Gym! An Analysis of Curriculum and Instruction
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Educational Opportunity in an Urban American High School: A Cultural Analysis
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Contributions of Research on Student Thinking in Physical Education
TL;DR: The authors presented a model of student thinking and behavior that depicts students as active participants in the classroom who affect classroom events as much as they are affected by them, and found that students' entry characteristics and their initial beliefs, attitudes, and values concerning school and physical education are influenced by the students' social and cultural landscape.
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Relationships between Perceived Learning Environment and Intrinsic Motivation in Middle School Physical Education
TL;DR: In this article, the Physical Education Learning Environment Scale (PELES) was developed to measure student perceptions of learning environment, or class climate, in physical education on dimensions of perceived challenge, perceived threat to sense of self, perceived competitiveness, and perceived control.