Ghanaian Classroom Teacher Trainees’ Perceived Competence and Intrinsic Motivation in Physical Education

2021 ◽  
Vol 10 (1) ◽  
pp. 47-55
Author(s):  
Seidu Sofo ◽  
Eugene F. Asola ◽  
Emmanuel Thompson
Keyword(s):  
Physical Education ◽  
Intrinsic Motivation ◽  
Classroom Teacher ◽  
Perceived Competence ◽  
Teacher Trainees

Motivation in Physical Education is Correlated with Participation in Sport after School

2001 ◽  
Vol 88 (2) ◽  
pp. 491-496 ◽  
Author(s):  
Marios Goudas ◽  
Irini Dermitzaki ◽  
Konstantinos Bagiatis
Keyword(s):  
Physical Education ◽  
Intrinsic Motivation ◽  
Perceived Competence ◽  
Outcome Expectancies ◽  
Perceived Usefulness ◽  
After School ◽  
School Students ◽  
School Sports ◽  
Sport Clubs ◽  
Education Of Students

The aim of the present study was to examine differences in motivation with respect to physical education of students who participate in after-school sport clubs and students who do not. 247 secondary school students responded to scales assessing intrinsic motivation, outcome expectancies, perceived competence, and perceived usefulness of physical education. Analysis showed that students in after-school sports exhibited a more positive motivational pattern regarding physical education with intrinsic motivation, outcome expectancies, and perceived competence making unique contributions to the overall difference.

Causal relationships of sport and exercise involvement with goal orientations, perceived competence and intrinsic motivation in physical education: A longitudinal study

2006 ◽  
Vol 24 (4) ◽  
pp. 367-382 ◽  
Author(s):  
Athanasios Papaioannou ◽  
Evaggelos Bebetsos ◽  
Yannis Theodorakis ◽  
Triantafyllos Christodoulidis ◽  
Olga Kouli
Keyword(s):  
Longitudinal Study ◽  
Physical Education ◽  
Intrinsic Motivation ◽  
Perceived Competence ◽  
Goal Orientations ◽  
Causal Relationships ◽  
Sport And Exercise

Motivational Climate, Psychological Responses, and Motor Skill Development in Children’s Sport: A Field-Based Intervention Study

1995 ◽  
Vol 17 (3) ◽  
pp. 294-311 ◽  
Author(s):  
Marc Theeboom ◽  
Paul De Knop ◽  
Maureen R. Weiss
Keyword(s):  
Intrinsic Motivation ◽  
Motor Skill ◽  
Skill Development ◽  
Perceived Competence ◽  
Motivational Climate ◽  
Traditional Group ◽  
Motor Skill Development ◽  
Positive Experiences ◽  
Mastery Motivational Climate ◽  
Depth Interviews

Recent research in educational psychology suggests that provision of a mastery motivational climate will maximize enjoyment, perceived competence, and intrinsic motivation in children (Ames, 1992a, 1992b, 1992c). Minimal research has been conducted to test this proposition in the physical domain. The purpose of this study was to examine the effectiveness of a performance versus mastery oriented teaching program on children’s enjoyment, perceived competence, intrinsic motivation, and motor skill development. Children (N = 119) 8 to 12 years of age were randomly assigned to one of the two programs for 3 weeks during an organized sports program. Results revealed that children in the mastery oriented group reported significantly higher levels of enjoyment and exhibited better motor skills than those in the performance oriented group. In-depth interviews further indicated that children in the mastery program were almost unanimous in reporting high levels of perceived competence and intrinsic motivation, while those from the traditional group showed less pronounced effects. These results provide empirical evidence that a mastery motivational climate can result in more positive experiences for young athletes as they learn new skills.

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