Effect of a TARGET-Based Intervention on Students’ Motivational Change: A Study Throughout an Academic Year in Physical Education

2020 ◽  
Vol 39 (2) ◽  
pp. 186-195 ◽  
Author(s):  
José-Antonio Cecchini ◽  
Antonio Méndez-Giménez ◽  
Beatriz Sánchez-Martínez
Keyword(s):  
Physical Education ◽  
Intrinsic Motivation ◽  
Mixed Model ◽  
Maximum Likelihood Estimates ◽  
Education Students ◽  
Target Condition ◽  
External Regulation ◽  
School Year ◽  
Physical Education Students ◽  
Identified Regulation

The objective of the study was to analyze changes in motivation in physical education students during a school year, as well as changes in their intentions to be physically active. The participants were 830 Spanish physical education students (Mage = 13.86, range = 11–17 years) attending 10 secondary schools in northern Spain. The sample was divided into two groups: TARGET condition (n = 417), in which Epstein’s TARGET strategies were applied, and non-TARGET condition (n = 413). Questionnaires were administered at three different times during the school year: T1 (September), T2 (February), and T3 (June). Mixed-model linear procedures with maximum likelihood estimates were carried out. In the TARGET condition group, the results showed an increase in students’ intrinsic motivation, identified regulation and introjected regulation, whereas external regulation and amotivation gradually decreased. In the non-TARGET condition group, a decrease in students’ intrinsic motivation and identified regulation emerged, as well as an increase in external regulation and amotivation.

scholarly journals Effects on Motivation and Implicit Beliefs about Self ability using the Sports Education Model and the Traditional Style in Secondary Education

2020 ◽  
Vol 12 (9) ◽  
pp. 3843 ◽  
Author(s):  
Lidia Hernández-Andreo ◽  
Alberto Gómez-Mármol ◽  
María Isabel Cifo-Izquierdo
Keyword(s):  
Secondary Education ◽  
Physical Education ◽  
Intrinsic Motivation ◽  
Implicit Beliefs ◽  
Education Students ◽  
External Regulation ◽  
Athletic Ability ◽  
Education Model ◽  
Identified Regulation

The methodology employed during physical education sessions can determine students’ motivations and implicit beliefs about their own abilities. The aim of the present study was based on comparing the effects produced on motivation and implicit beliefs about self ability when implementing a Sports Education model and a traditional style. Ninety-three secondary education students participated in the study, with ages ranging from 13 to 15 (13.32 ± 0.62). A total of 54 students took part in the sessions designed according to the Sports Education model and 43 in those following a traditional style. At the beginning and the end of the didactic unit, each student was administered the questionnaire CMEF (Cuestionario de Motivación en Educación Física) for motivation in physical education and the questionnaire Conceptions of the Nature of Athletic Ability Questionnaire-2 (CNAAQ-2) for implicit beliefs about ability. Results showed significant differences for the Sports Education model in the dimensions of intrinsic motivation, identified regulation, introproyected regulation, and external regulation (p < 0.01). The Sports Education model is optimal to promote motivation; therefore, teachers should consider putting it into practice as a methodology to improve students’ motivation profile.

scholarly journals Motivación contextual desde la autodeterminación en las clases de Educación Física (Contextual motivation from self-determination in physical education classes)

Retos ◽  
2021 ◽  
pp. 88-94
Author(s):  
Pablo Cádiz Chacón ◽  
Luis Antonio Barrio Mateu ◽  
Dayneri León Valladares ◽  
Álvaro Hernández Sánchez ◽  
María Milla Palma ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Physical Education ◽  
Intrinsic Motivation ◽  
Self Determination ◽  
Physical Education Class ◽  
School Students ◽  
Locus Of Causality ◽  
External Regulation ◽  
Identified Regulation

  El objetivo propuesto en el presente estudio fue determinar el tipo de motivación, desde la perspectiva de la autodeterminación, en estudiantes de enseñanza media, hacia la clase de Educación Física del Liceo Antonio Varas de la Barra en Arica, Chile, y su relación entre nivel de estudios y sexo. Participaron 717 estudiantes de 1ro a 4to medio. El instrumento utilizado fue la Escala del Locus Percibido de Causalidad en Educación Física (adaptación española). Entre los resultados se hallaron resultados medios-altos (5.09 y 5.22) para las dimensiones de Motivación Intrínseca y Regulación Identificada, respectivamente; mientras que las dimensiones Regulación Introyectada y Regulación Externa presentaron valores medios, 4.49 para la Regulación Introyectada y 4.72 para la Regulación Externa. Por su parte, la no motivación alcanzó un valor medio-bajo (3.70). Genéricamente, los varones aparentaron valores más alto que las damas, en todas las dimensiones, excepto en no motivación, sin embargo, estas diferencias no resultaron ser significativas estadísticamente. Se arribó a la conclusión de que la Motivación Intrínseca, la Regulación Identificada caracterizan a la población estudiada, la no motivación mostró resultados bajos, por lo que los alumnos de enseñanza media, sobre todo, los hombres de niveles superiores, se hallan motivados por la clase de Educación Física. Abstract. The objective proposed in the present study was to determine the type of motivation, from the perspective of self-determination, in high school students, towards the Physical Education class of the Antonio Varas de la Barra High School in Arica, Chile, and its relationship between level of studies and sex. 717 students from 1st to 4th grade participated. The instrument used was the Scale of the Perceived Locus of Causality in Physical Education (Spanish adaptation). Among the results, medium-high results (5.09 and 5.22) were found for the dimensions of Intrinsic Motivation and Identified Regulation, respectively; while the Introjected Regulation and External Regulation dimensions presented average values, 4.49 for Introjected Regulation and 4.72 for External Regulation. For its part, non-motivation reached a medium-low value (3.70). Generically, men appeared higher values ​​than women, in all dimensions, except non-motivation, however, these differences were not statistically significant. It was concluded that Intrinsic Motivation, Identified Regulation characterize the studied population, non-motivation showed low results, so that high school students, especially men of higher levels, are motivated by the P.E. Class.

scholarly journals Predicción de la intención de ser físicamente activo del alumnado de Educación Física: un modelo mediado por la necesidad de novedad (Prediction of physical education students’ intention to be physically active: A model mediated by the need for novelty)

Retos ◽  
2019 ◽  
pp. 442-448
Author(s):  
Carlos Fernández-Espínola ◽  
Bartolomé J. Almagro ◽  
Javier A. Tamayo Fajardo
Keyword(s):  
Physical Education ◽  
Intrinsic Motivation ◽  
School Context ◽  
Psychological Needs ◽  
Motivational Climate ◽  
Physical Education Teachers ◽  
First Year ◽  
Education Students ◽  
Physically Active ◽  
Physical Education Students

El objetivo del estudio fue analizar el rol que puede ejercer la necesidad de novedad en la motivación humana, testando un modelo en el que se relacionaba el clima motivacional que implica a la tarea con la necesidad de novedad, la motivación intrínseca y la intención de ser físicamente activo. Se utilizó una muestra de 732 estudiantes que cursaban de 1º de ESO a 1º de Bachillerato y con una edad media de 13.92. Se emplearon el factor clima tarea del cuestionario de Medida de las Estrategias Motivacionales en las clases de Educación Física, el factor novedad de la Escala de Medición de las Necesidades Psicológicas Básicas, el factor motivación intrínseca de la Escala del Locus Percibido de Causalidad en Educación Física y la Escala de Intención de ser Físicamente Activo. Los resultados del modelo mostraron que el clima motivacional que implica a la tarea predijo positivamente la necesidad novedad, la cual predijo positivamente la motivación intrínseca y ejerció un rol mediador entra ambas. Finalmente, la motivación intrínseca predijo de forma positiva la intención de ser físicamente activo. En conclusión, este estudio ha mostrado que la propuesta de tareas, metodologías y materiales novedosos por parte del docente de Educación Física, podrían aumentar los niveles de motivación autodeterminados en el alumnado y, en consecuencia, incrementar su intención de practicar actividad física fuera del contexto escolar en un futuro.Abstract. The aim of this study was to analyze the role that novelty need can play on human motivation. For that purpose, a model that linked task-involving motivational climate, novelty need, intrinsic motivation, and intention to be physically active, was tested. A sample of 732 students enrolled from the first year of Secondary School to the first year of Baccalaureate (five courses), with mean age of 13.92 years, participated in the study. The mastery climate factor from the Measurement of Motivational Strategies in Physical Education Classes Questionnaire, the novelty factor from the Psychological Needs in Exercise Scale, the intrinsic motivation factor from the Perceived Locus of Causality Scale, and the Intention to be Physically Active Scale, were used. The model outcomes showed that task-involving motivational climate positively predicted novelty need, which positively predicted intrinsic motivation and played the role of mediator between the two of them. Finally, intrinsic motivation positively predicted intention to be physically active. In conclusion, this study has shown that Physical Education teachers’ proposal of novel tasks, methodologies, and materials, could increase self-determined levels of motivation in students and, consequently, their intention to practice physical activity outside the school context in the future.

scholarly journals Influence of Cooperative Learning Intervention on the Intrinsic Motivation of Physical Education Students—A Meta-Analysis within a Limited Range

2021 ◽  
Vol 18 (6) ◽  
pp. 2989
Author(s):  
Taofeng Liu ◽  
Mariusz Lipowski
Keyword(s):  
Physical Education ◽  
Cooperative Learning ◽  
Intrinsic Motivation ◽  
Meta Analysis ◽  
Limited Range ◽  
Education Students ◽  
Bias Analysis ◽  
Factors Affecting ◽  
Learning Intervention ◽  
Physical Education Students

This study was conducted to explore physical education students’ intrinsic motivation and clarify the influence mechanism of cooperative learning methods on learning intrinsic motivation through meta-analysis. In accordance with the Preferred Reporting Items for Systematic Reviews (PRISMA) criteria, we screened literature from the years 2000–2020. The included literature underwent bias analysis on the basis of the five criteria proposed herein. Data were extracted and summarized from the included literature to analyze the causality before and after cooperative learning intervention. Statistical analysis was conducted to determine principal factors affecting physical education students’ learning intrinsic motivation. Simultaneously, the influencing mechanism of cooperative learning on physical education students’ intrinsic motivation was clarified. Results revealed that intrinsic motivation had a high total effect amount. In the experimental group, only three documents determined the significant influence of cooperative learning on physical education students’ intrinsic motivation. Moreover, the time and age differences needed to be considered thoroughly during the intervention. Therefore, cooperative learning intervention can improve physical education students’ intrinsic motivation significantly, and meta-analysis provided a theoretical foundation for applying cooperative learning to the teaching of physical education majors.

scholarly journals Effects of Cooperative-Learning Interventions on Physical Education Students’ Intrinsic Motivation: A Systematic Review and Meta-Analysis

2020 ◽  
Vol 17 (12) ◽  
pp. 4451
Author(s):  
Carlos Fernández-Espínola ◽  
Manuel Tomás Abad Robles ◽  
Daniel Collado-Mateo ◽  
Bartolomé J. Almagro ◽  
Estefanía Castillo Viera ◽  
...  
Keyword(s):  
Systematic Review ◽  
Physical Education ◽  
Cooperative Learning ◽  
Intrinsic Motivation ◽  
Effect Size ◽  
Meta Analysis ◽  
Education Students ◽  
Physical Education Students ◽  
Learning Interventions

The aim was to review the effects of cooperative learning interventions on intrinsic motivation in physical education students, as well as to conduct a meta-analysis to determinate the overall effect size of these interventions. The PRISMA guidelines were followed to conduct this systematic review and meta-analysis. The PEDro Scale was used to assess the risk of bias and the GRADE approach was used to evaluate the quality of the evidence. A total of five studies fulfilled the inclusion criteria and they were included in the meta-analysis. Effect size for intrinsic motivation of each study was calculated using the means and standard deviations of the Perceived Locus of Causality Scale (PLOC) before and after the intervention. The overall effect size for intrinsic motivation was 0.38 (95% CI from 0.17 to 0.60) while the heterogeneity was large. Although four of the five studies reported significant within-group improvements in intrinsic motivation, only three studies showed significant between-group differences in favor of the experimental group. The findings showed that program duration and participant age may be relevant factors that must be considered by educators and researchers to conduct future effective interventions. Cooperative learning interventions could be a useful teaching strategy to improve physical education students’ intrinsic motivation. However, given the large heterogeneity and the low quality of the evidence, these findings must be taken with caution.

scholarly journals Perceptions of Controlling Teaching Behaviors and the Effects on the Motivation and Behavior of High School Physical Education Students

2018 ◽  
Vol 15 (10) ◽  
pp. 2288 ◽  
Author(s):  
Juan Moreno-Murcia ◽  
Elisa Huéscar Hernández ◽  
Lorena Ruiz
Keyword(s):  
Physical Activity ◽  
High School ◽  
Life Satisfaction ◽  
Physical Education ◽  
Intrinsic Motivation ◽  
Subject Matter ◽  
Education Students ◽  
Physical Education Students ◽  
High School Physical Education ◽  
The Subject

The purpose of this study was to examine the effects of controlling teacher behavior on high school physical education students’ global intrinsic motivation, perceptions of the importance of the subject matter, intentions to be physically active, level of physical activity, and life satisfaction. The sample in this study was comprised of 416 Spanish high school students. Support for the study’s expectations was provided through structural regression analysis. The analysis revealed that a controlling teaching style was negatively associated with the global intrinsic motivation of the students. In turn, global intrinsic motivation predicted the perceived importance of the subject matter, which explained physical activity intentions. Physical activity intentions were positively associated with level of physical activity, which, in turn, explained life satisfaction. The knowledge obtained in this study can be of benefit to teachers and can be beneficial to the design of more adaptive learning environments for students.

scholarly journals Motivational Orientation of Primary School Students in Physical Education Classes / Motivacione orijentacije učenika osnovne škole u nastavi fizičkog vaspitanja

2020 ◽  
Vol 18 (2) ◽  
Author(s):  
Nikola Lukić ◽  
Veljko Vukićević ◽  
Gojko Škundrić ◽  
Slobodan Vignjević
Keyword(s):  
Physical Education ◽  
Intrinsic Motivation ◽  
Self Regulation ◽  
Student Survey ◽  
School Students ◽  
Motivational Orientations ◽  
External Regulation ◽  
Final Measurement ◽  
Dependent Samples ◽  
Identified Regulation

Physical education is considered to be a favorable context for achieving significant educational outcomes and promotion of physical activity in children and young people. The real scope of physical education is largely dependent on student motivation. The theory of self-determination as a kind of motivation of the motivation, offers a grateful framework for understanding the motivation of students in the teaching of physical education. On a sample of 121 respondents, from fifth through seventh grade and the same students, after one year, a self-regulation questionnaire was applied in order to examine students’ motivational orientations. The student survey was conducted at the time of physical education at the elementary school “Branko Radičević” in Odžaci. Based on the results of motivational orientations of students obtained with the t-test for dependent samples, we obtained that there are statistically significant differences in the identified regulation and intrinsic motivation, while for other types of motivation the differences are small but not statistically significant. With differences between boys and girls at initial and final measurement in motivational orientations in physical education, in amotation we received statistically significant differences only on the final measurement. There was no change in external regulation, while in the introjected regulation there was a change only in the final measurement. With the identified regulation and intrinsic motivation, the results showed that there are statistically significant differences both on the initial and the final measurement. When it comes to boys, statistically significant differences are obtained in the identified regulation and intrinsic motivation. Regarding only girls, statistically significant differences existed in the identified regulation and intrinsic motivation as well as in the introjected regulation and amotization, while the difference was not only present in the external regulation.

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