“Until I’m Just Too Old to Turn the Pedals”: Exploring Motivational Characteristics of Participants in a High School Mountain Bike Program

2020 ◽  
Vol 12 (4) ◽  
Author(s):  
Kent Griffin ◽  
Karen Meaney ◽  
Anthony Deringer
Keyword(s):  
Self Determination Theory ◽  
Self Determination ◽  
After School ◽  
Mountain Bike ◽  
Focus Group Interviews ◽  
After School Program ◽  
Field Notes ◽  
Group Interviews ◽  
The Individual ◽  
Program Data

Self-determination theory (SDT) (Ryan & Deci, 2000) suggests that when a person is motivated they likely experience a sense of autonomy, competence, and relatedness. It is important to understand how these constructs relate to physical activity and sport if we are to persist in our notion that these pursuits can positively impact the holistic development of youth (Camiré, Trudel, & Forneris, 2013; Frankl, 2007). Thus, the purpose of this investigation is to examine the motivational characteristics of adolescents participating in an after-school mountain bike program. Data were analyzed via field notes, interviews and focus groups. Content analysis of the individual and focus group interviews along with field notes revealed that the mountain bike sport environment served to foster motivational characteristics as is described in SDT.Based on this investigation, students who participated in the after-school program (n=28) reported a sense of autonomy, competence and relatedness.

scholarly journals Exploring reasons to attend formal teaching sessions among students: A self-determination theory perspective

2021 ◽  
Vol 11 (2) ◽  
pp. 70
Author(s):  
Andreas Fröberg ◽  
Linus Jonsson
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Teacher Education Program ◽  
Qualitative Content Analysis ◽  
Education Programme ◽  
Self Determination Theory ◽  
Self Determination ◽  
Focus Group Interviews ◽  
Declining Attendance ◽  
Group Interviews

Among students in higher education, attending formal teaching sessions might be important not only for academic achievement but also to foster human values. Despite this, the low and declining attendance rate is a growing concern in higher education. This study aimed to explore what students believe teachers could do to facilitate attendance at formal teaching sessions in the physical education part of the teacher education program in Sweden. Three focus group interviews were conducted among students aged 20 to 35 who attended the teacher education programme. The self-determination theory was used as a theoretical framework, and data were analysed and categorised using qualitative content analysis. The analysis of the interviews formed an overarching theme that intersected with four categories. The results show that teachers might facilitate attendance during formal teaching sessions by providing opportunities for students to interact with each other; match challenges with skills; be engaged, enthusiastic, and caring; and outline the value and rationale. The study’s implications for teachers are discussed in the paper.

Time for caring? Elderly care employees’ occupational activities in the cross draft between their work priorities, ‘must-do’s’ and meaningfulness

2017 ◽  
Vol 20 (1-2) ◽  
pp. 8-16 ◽  
Author(s):  
Emma Nilsson ◽  
Kerstin Nilsson
Keyword(s):  
Focus Group ◽  
Care Coordination ◽  
Work Performance ◽  
Elderly Care ◽  
The Elderly ◽  
Focus Group Interviews ◽  
Care Giving ◽  
Group Interviews ◽  
And Performance ◽  
The Individual

An increasing number of older people in the population will bring new challenges for the society and care coordination. One of the most important questions in care coordination is the employees’ work performance. The overall aim of this study was to examine care employees’ experience of factors that rule how they allocate their time and tasks in the care work. The study was qualitative and consists of focus group interviews with 36 employees in elderly care in five Swedish municipalities. Much of the work that care employees perform is controlled by others in the municipality organised health care. The employees had a limited possibility to decide what should be given priority in their work. However, the employees who participated in the focus group interviews did not want to prioritise tasks and duties they felt were faulty or in direct conflict with their own convictions. When employees experienced that the assistance assessments were correct and helpful to the individual elderly patient this contributed to the employees’ priority and performance of the task. The formal and informal control systems caused the employees’ priority to be mainly quantitative and visible work tasks, rather than more qualitative tasks and care giving to the elderly. In the intention to organise good care coordination that fit each elderly patients’ need it is important that those who work closest to the patient to a greater extent are given the opportunity to make their voice heard in decisions of care planning and assistance assessments.

Introspections on In-Service Teachers' Intercultural Responsiveness Skills for English Language Learners

2017 ◽  
pp. 181-201 ◽  
Author(s):  
Alina Slapac ◽  
Kim H. Song ◽  
Cynthia C. Chasteen
Keyword(s):  
Professional Development ◽  
English Language Learners ◽  
Language Learners ◽  
English Learners ◽  
Dual Language ◽  
English Language ◽  
Linguistic Competence ◽  
Focus Group Interviews ◽  
Field Notes ◽  
Group Interviews

This chapter discusses the successes, concerns and challenges faced by in-service teachers in the instruction of English Learners (ELs). The constructs of intercultural responsiveness (IR), cultural competence (CC), linguistic competence (LC) and professional development (PD) are used as conceptual frameworks. The researchers are drawing on data gathered at a statewide conference focused on dual language (DL) education from five focus group interviews and informal conversations with twenty-seven in-service teachers and administrators at all levels of education, and the researchers' field notes .Vignettes of the participants' voices highlight their perspectives and experiences working with ELs. The authors hope that these stories of celebrations and struggles will engage other teachers and administrators to take a deeper look into their personal practices and pedagogies of working with ELs.

Whirl of Prowess-Creation of Tool to Analyze Employability Skills Essential for the Healthcare Industry

2019 ◽  
Vol 10 (4) ◽  
pp. 36-56
Author(s):  
Swati Sisodia ◽  
Neetima Agarwal
Keyword(s):  
Performance Management ◽  
Health Care Industry ◽  
Employability Skills ◽  
Focus Group Interviews ◽  
Research Papers ◽  
The Core ◽  
Hrm Practices ◽  
Core Skills ◽  
Group Interviews ◽  
The Individual

Employability skills are identified as one of the valuable assets for an individual to perform effectively in their job. This article extricates an encyclopedic list of Employability Skills needed in the health care industry, represented through a pragmatic model termed as The Whirl of Prowess. This conceptual framework was developed using a set of nine core skills extracted from research papers and focus group interviews conducted on 100 respondents. These skills form the core of model along with 22 attributes, forming the periphery. This will assist an organization to set some benchmarks, on the basis of which employees are evaluated demonstrating proficiency/ sufficiency/ deficiency levels. This model would help organizations to facilitate tailored training programs for their employees. The Whirl of Prowess would act as a skill meter available to organizations to evaluate and analyze the individual skills for various HRM practices like recruitment, career-development, performance management and others.

The Meaning of Help in PE: Perceptions of Students with Physical Disabilities

2001 ◽  
Vol 18 (3) ◽  
pp. 289-303 ◽  
Author(s):  
Donna L. Goodwin
Keyword(s):  
Thematic Analysis ◽  
Physical Disabilities ◽  
Self Esteem ◽  
Helping Behavior ◽  
Focus Group Interviews ◽  
Restricted Participation ◽  
Perceptions Of Students ◽  
Field Notes ◽  
Visual Artifacts ◽  
Group Interviews

The purpose of this study was to describe the meaning of help in physical education as perceived by students with physical disabilities. The experiences of early, middle, and late elementary school aged students (n = 12) were captured using the phenomenological methods of individual and focus group interviews, field notes, and visual artifacts. The thematic analysis revealed that interactions were perceived as self-supporting or self-threatening. Self-supporting behaviors were instrumental, caring, or consensual in form, while self-threatening behaviors resulted in a loss of independence, concerns for self-esteem, or restricted participation. Participant responses to the helping behaviors became more complex with age. Instrumental and caring assistance emerged across all groups as did loss of independence and concerns for self-esteem. The older participants experienced restricted participation and consensual help. The implications of helping behavior on motivation and dependency states are discussed within the framework of threat to self-esteem theory.

scholarly journals Delivery and Receipt of a Self-Determination-Theory-Based Extracurricular Physical Activity Intervention: Exploring Theoretical Fidelity in Action 3:30

2016 ◽  
Vol 38 (4) ◽  
pp. 381-395 ◽  
Author(s):  
Simon J. Sebire ◽  
Mark J. Edwards ◽  
Kenneth R. Fox ◽  
Ben Davies ◽  
Kathryn Banfield ◽  
...  
Keyword(s):  
Physical Activity ◽  
Autonomy Support ◽  
Physical Activity Intervention ◽  
Intervention Group ◽  
Implementation Fidelity ◽  
Self Determination Theory ◽  
Need Satisfaction ◽  
Self Determination ◽  
After School ◽  
School Based

The implementation, fidelity, and receipt of a self-determination-theory-based after-school physical activity intervention (Action 3:30) delivered by teaching assistants (TAs) was examined using a mixed-methods process evaluation. Physical activity motivation and need satisfaction were reported by 539 participants at baseline, the end of intervention, and 4-month follow-up. Pupil- and TA-reported autonomy-support and teaching efficacy were collected alongside interviews with 18 TAs and focus groups with 60 participants. Among intervention boys there were small increases in identified, introjected, and external motivation and no differences in need satisfaction. Among girls, intrinsic and identified motivation and autonomy and relatedness were lower in the intervention group. Qualitative evidence for fidelity was moderate, and boys reported greater need satisfaction than girls. TAs provided greater structure than involvement or autonomy-support and felt least efficacious when facing school-based challenges. The findings highlight the refinements needed to enhance theoretical fidelity and intervention effectiveness for boys and girls.

Inclusive Physical Education from the Perspective of Students with Physical Disabilities

2000 ◽  
Vol 17 (2) ◽  
pp. 144-160 ◽  
Author(s):  
Donna L. Goodwin ◽  
E. Jane Watkinson
Keyword(s):  
Physical Education ◽  
Focus Group ◽  
Students With Disabilities ◽  
Thematic Analysis ◽  
Sense Of Belonging ◽  
Physical Disabilities ◽  
Focus Group Interviews ◽  
Field Notes ◽  
Group Interviews ◽  
Negative Feelings

The study describes the phenomenon of inclusive physical education from the perspective of students with disabilities. The experience of 9 elementary school-aged students with physical disabilities (6 males and 3 females with a mean age of 11 years, 1 month) was captured by way of focus group interviews, field notes, and participant drawings. The thematic analysis uncovered a persistent dichotomy in how the participants experienced physical education. Good days were revealed in the themes of sense of belonging, skillful participation, and sharing in the benefits. Bad days were overshadowed by negative feelings revealed in the themes of social isolation, questioned competence, and restricted participation. The students’ experiences were discussed within the conceptual framework of ecological perception and affordance theory (Gibson, 1977, 1979).

scholarly journals The use of social environment in a psychosocial clubhouse to facilitate recovery-oriented practice

BJPsych Open ◽  
2016 ◽  
Vol 2 (2) ◽  
pp. 173-178 ◽  
Author(s):  
Toby Raeburn ◽  
Virginia Schmied ◽  
Catherine Hungerford ◽  
Michelle Cleary
Keyword(s):  
Social Environment ◽  
Qualitative Case Study ◽  
Participant Observation ◽  
Mental Health Policy ◽  
Self Determination Theory ◽  
Self Determination ◽  
Case Study Design ◽  
Staff Members ◽  
Field Notes

BackgroundRecovery-oriented language has been widely adopted in mental health policy; however, little is known about how recovery practices are implemented within individual services, such as psychosocial clubhouses.AimsTo explore how recovery practices are implemented in a psychosocial clubhouse.MethodQualitative case study design informed by self-determination theory was utilised. This included 120 h of participant observation, interviews with 12 clubhouse members and 6 staff members. Field notes and interview transcripts were subject to theoretical thematic analysis.ResultsTwo overarching themes were identified, each comprising three sub-themes. In this paper, the overarching theme of ‘social environment’ is discussed. It was characterised by the sub-themes, ‘community and consistency’, ‘participation and opportunity’ and ‘respect and autonomy’.ConclusionsSocial environment was used to facilitate recovery-oriented practice within the clubhouse. Whether recovery is experienced by clubhouse members in wider society, may well depend on supports and opportunities outside the clubhouse.

scholarly journals Who are the Assistant Cooks at the Community Child Centers in South Korea? Focus Group Interviews with Workfare Program Participants

2020 ◽  
Vol 26 (4) ◽  
pp. 445-453
Author(s):  
Jiyoung Park ◽  
Chongwon Park ◽  
Sanghee Kim ◽  
Gill A. Ten Hoor ◽  
Gahui Hwang ◽  
...  
Keyword(s):  
Focus Group ◽  
Low Income ◽  
Eating Habits ◽  
After School ◽  
Focus Group Interviews ◽  
Job Responsibilities ◽  
School Activities ◽  
Tailored Interventions ◽  
Low Income Families ◽  
Group Interviews

Purpose: Community child centers (CCCs) were introduced to provide after-school activities and care, including meal services to children from low-income families. The assistant cooks, who have the main responsibility for making and serving food at CCCs, are a major factor influencing the eating habits of children using CCCs. In this study, we tried to identify and understand who the assistant cooks are, what their job responsibilities are, and what they need in order to be able to provide children with healthy meals.Methods: Three focus group interviews were held with 17 workfare program participants who worked as assistant cooks at CCCs, and content analysis methods were applied using the NVivo 12 qualitative data analysis software.Results: The assistant cooks reflected on their perceptions of the children's health at the CCCs, their own cooking style, and their role at the CCCs. Additionally, barriers to the optimal provision of their services were pointed out, and improvements were suggested.Conclusion: The results of this study can be used as a fundamental resource for the development of tailored interventions that consider a child's unique environment to address health disparities, specifically with respect to childhood obesity.

scholarly journals Stereotypical Views of Beauty and Boys STILL Not Letting Girls Play: A Student-Centered Curriculum for Young Girls Through an After-School Activist Approach

2020 ◽  
pp. 1-8
Author(s):  
Risto Marttinen ◽  
Brianna Meza ◽  
Sara B. Flory
Keyword(s):  
Physical Activity ◽  
Role Models ◽  
Sixth Grade ◽  
After School ◽  
Student Centered ◽  
Media Messages ◽  
Urban Elementary School ◽  
After School Program ◽  
Field Notes ◽  
Member Checks

Purpose: The purpose of this study was to explore how a student-centered curriculum engaged participants in critical analysis of the “female ideal” and to identify perceived barriers to physical activity. Method: Participants were nine fifth and sixth grade Hispanic/Latina or mixed race girls, and two researchers at an urban elementary school in Southern California. Participants met one to two times per week in an after-school program. Data sources included researcher and participant journals, field notes, and semistructured interviews. Trustworthiness and credibility were established through prolonged engagement, member checks, and peer reviewer. Results: Two themes permeated the data. The first theme involved boys acting as a barrier to physical activity. The second theme involved alignment with the ideal female body. Discussion: This study highlights how boys still act as barriers to girls’ physical activity in many school settings, but also identifies how role models for girls have increased girls’ ability to critically examine media messages.

Sign in / Sign up

Export Citation Format

Share Document