scholarly journals Achievement motive of future physical education teachers

2007 ◽  
Vol 39 (2) ◽  
pp. 271-288
Author(s):  
Dusanka Lazarevic ◽  
Biljana Trebjesanin
Keyword(s):  
Physical Education ◽  
Complex Structure ◽  
Motivational Climate ◽  
Male Students ◽  
Physical Education Teachers ◽  
Moderate Degree ◽  
Achievement Motive ◽  
Professional Goals ◽  
The Difference ◽  
High Level

This paper presents the results of the research of the characteristics of achievement motive of future physical education teachers. Starting from understanding of the importance of achievement motive for the successful accomplishment of professional goals and roles of teachers, the aim of our research is to examine the level of achievement motive, the characteristics of its structure and differences according to gender. The instrument MOP2002 (Francesko et al., 2002a) was applied, which presupposes the complex structure of this motive. The sample consisted of 373 students (263 male and 110 female) of the Faculty of Sport and Physical Education in Belgrade. The results show that their achievement motive is characterized by the tendency towards high level of presence, and its structure is in the largest degree determined by the components accomplishing goals as a source of pleasure and perseverance in accomplishing goals, which is followed by orientation towards planning. The component competing with others is demonstrated in a moderate degree and it is least expressed. It was shown that female students have a larger degree of achievement motive when compared to male students, and accomplishing goals as a source of pleasure and perseverance in accomplishing goals mostly contribute to the difference in structure of achievement motive. It can be expected that the achievement motive, with the structure and degree of presence determined in our respondents, will contribute that they, as future teachers, become a good motivational model and the creators of a desirable motivational climate.

scholarly journals Training Future Physical Education Teachers for Professional Activities under the Conditions of Inclusive Education

2021 ◽  
Vol 12 (3) ◽  
pp. 191-213
Author(s):  
Iryna Demchenko ◽  
Borys Maksymchuk ◽  
Valentyna Bilan ◽  
Iryna Maksymchuk ◽  
Iryna Kalynovska
Keyword(s):  
Physical Education ◽  
Inclusive Education ◽  
Simulation Modelling ◽  
Physical Education Teachers ◽  
Teaching Methodology ◽  
Special Educational Needs ◽  
Professional Activities ◽  
Formative Stage ◽  
The Difference ◽  
High Level

According to the concept of developing inclusive education, the process of introducing inclusion in schools has been intensified. This is due to the training of physical education teachers to work with children with special educational needs during specially organized courses, whose fragmentation has not greatly increased the level of teachers’ qualifications. The research aims to scientifically justify theoretical and methodological foundations, develop and experimentally verify the methodology of training future physical education teachers for professional activities under the conditions of inclusive education, taking into account the specifics of their psychological, theoretical and practical readiness for it. Pedagogical conditions for training future physical education teachers for professional activities under the conditions of inclusive education are defined as follows: prioritizing the content of programmes and teaching methodology; improving the content, forms, methods and means required to master normative, psychological, pedagogical and correctional theoretical and practical and scientific foundations of inclusive education, as well as didactic and correctional and developmental technologies during the classes dedicated to professional teaching methodologies; consolidating professional knowledge and practical skills of students based on the simulation modelling and reflection on pedagogical experience of future physical education teachers under the conditions of inclusive education with the relevant update of the content of teaching placements. The experimental work involved 444 students majoring in physical education and sport (222 students in the experimental and the control groups). Given the summarized data of final tests, it becomes clear that the students in the EG tend to have a high level of such readiness (at the ascertaining stage – 28.6%, at the formative stage – 47.0%, the difference being 18.4%). The results of the experiment prove the effectiveness of introducing the developed methodology of training future physical education teachers for professional activities under the conditions of inclusive education.

scholarly journals Initial Validation of the Teacher-Created Empowering and Disempowering Motivational Climate Questionnaire in Physical Education

2018 ◽  
Vol 37 (4) ◽  
pp. 340-351 ◽  
Author(s):  
Daniel Milton ◽  
Paul R. Appleton ◽  
Anna Bryant ◽  
Joan L. Duda
Keyword(s):  
Physical Education ◽  
Secondary School ◽  
Structural Equation ◽  
Factor Model ◽  
Motivational Climate ◽  
Equation Modeling ◽  
Physical Education Teachers ◽  
Parameter Estimates ◽  
Two Samples ◽  
Secondary School Pupils

Purpose: Guided by Duda’s hierarchical conceptualization of the motivational climate that draws from self-determination and achievement goal theories, this study provides initial evidence of the psychometric properties of the Empowering and Disempowering Motivational Climate Questionnaire in physical education (EDMCQ-PE). Method: Questionnaire based with two samples of Welsh secondary school pupils. Results: Exploratory structural equation modeling provided a better fit of the data to the hypothesized model than confirmatory factor analysis. Moreover, a two-factor composite (i.e., empowering and disempowering) lower-order model provided an acceptable fit and clear parameter estimates. This two-factor model also demonstrated scalar gender measurement invariance. Discussion: The evidence from this study suggests the EDMCQ-PE is a promising scale for the assessment of secondary school pupils’ perceptions of the empowering and disempowering features of the motivational climate created by their physical education teachers. Conclusion: Moving forward, the statistical approach employed in this paper can inform future studies that develop questionnaire methodology in physical education and from an applied perspective; the EDMCQ-PE can be used by researchers and teachers to assess the motivational climate in PE and help inform the pedagogy underpinning teachers’ classes.

scholarly journals Association between Motivational Climate, Adherence to Mediterranean Diet, and Levels of Physical Activity in Physical Education Students

2019 ◽  
Vol 9 (4) ◽  
pp. 37 ◽  
Author(s):  
González-Valero ◽  
Ubago-Jiménez ◽  
Ramírez-Granizo ◽  
Puertas-Molero
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Mediterranean Diet ◽  
Motivational Climate ◽  
Social Recognition ◽  
Physical Education Teachers ◽  
Cross Sectional ◽  
Healthy Habits ◽  
Active Lifestyles ◽  
Perceived Motivational Climate

Physical Education is an essential educational area to develop physical-healthy habits and motivational orientations, which are fundamental to guide the situation of future Physical Education teachers. These professionals will have a fundamental role in teaching different types of motivations, active lifestyles, and healthy habits in youths. For this reason, the objective of the study is to know the association between motivational climate, adherence to the Mediterranean diet (MD), and the practice of physical activity in future Physical Education teachers. A cross-sectional and nonexperimental study was carried out using a single measurement within a single group. The sample consisted of 775 university students from the cities of Andalusia (Spain). Motivational climate was evaluated through the Perceived Motivational Climate in Sport Questionnaire (PMCSQ-2), levels of physical activity were evaluated through the adolescent version of the Physical Activity Questionnaire (PAQ-A), and level of adherence to the MD was assessed through Mediterranean Diet Quality Index (KIDMED). On one hand, the healthy and self-improvement component promoted by physical activity favors an orientation focused on process and learning. Likewise, the competitive component is key to motivation focused on product and social recognition. In addition, future Physical Education teachers should pay special attention to the unequal recognition among members that physical activity can generate, in order to avoid personal disregard and social rejection. The ego climate is related to a high adherence to the MD. On the other hand, the future Physical Education teachers who manifest motivational processes based on fun and their own satisfaction have low levels of adherence to the MD.

scholarly journals Pre-service Physical Education Teachers’ self-management ability: a training experience in 3D simulation environments (La competencia de autogestión de los futuros maestros de Educación Física: una experiencia formativa en entornos de simulación 3D)

Retos ◽  
2016 ◽  
pp. 30-34
Author(s):  
Luis Marqués Molías ◽  
Jose Cela Ranilla ◽  
Mercè Gisbert Cervera
Keyword(s):  
Physical Education ◽  
Research Work ◽  
3D Simulation ◽  
Self Management ◽  
Physical Education Teachers ◽  
Training Experience ◽  
Management Ability ◽  
High Level ◽  
Performance Results ◽  
Educación Primaria

This study analyses the differences between pre-service Physical Education Teachers (PET) and other students of Education with regard to the ability of self-management. The sample comprised of 58 Spanish students of Education in their last year at the university. The comparison context was a 3D simulation learning environment. Descriptive statistics and non-parametric tests were conducted to develop this research work. Results showed that this technological environment is a space in which students of Education display a high level of self-management ability performance. Results also evince that PET students present better scores than other students of Education in terms of self-management.Resumen. Este estudio analiza las diferencias entre estudiantes para maestros de Educación Primaria con la especialidad de Educación Física y otros estudiantes de Educación respecto a la competencia de autogestión. En este estudio participaron 58 estudiantes españoles de Educación en su último año de universidad. El contexto en el que se desarrolló la experiencia fue un entorno de aprendizaje de simulación 3D. Para su análisis se realizaron estadísticos descriptivos y pruebas no paramétricas. Los resultados mostraron que este entorno tecnológico es un espacio en el cual los estudiantes de Educación despliegan un alto nivel de desempeño en la competencia de autogestión. Los resultados también ponen de manifiesto que los estudiantes de Educación Física obtienen mejores resultados que estudiantes de otras disciplinas respecto a la competencia de autogestión.

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 STUDENTS THOUGHT PROCESSES IN PHYSICAL EDUCATION: A MULTI-DIMENSIONAL ANALYSIS

GYMNASIUM ◽  
2017 ◽  
Vol XVII (1) ◽  
Author(s):  
Paulo Silva Pereira ◽  
Francesco Carreiro da Costa ◽  
José Alves Diniz
Keyword(s):  
Physical Education ◽  
Dimensional Analysis ◽  
Female Students ◽  
Male Students ◽  
Thought Processes ◽  
9Th Grade ◽  
Level Of Satisfaction ◽  
Economic Background ◽  
Degree Of Satisfaction ◽  
High Level

This study examines students thought processes in Physical Education (attention during classes, orientation of target achievement, causal attributions of results, attitudes towards discipline, competence perception, perception of  the discipline’s goal’s, degree of satisfaction towards classes). This study involved 198 students from the 9th grade. Data were collected by use of questionnaires. The results show that students have: i) high levels of attention during classes, ii) a stronger orientation to the ego than to the task; iii) a favorable attitude towards PE iv) a good perception of competence in PE v) a high level of satisfaction regarding PE classes vi) the variables examined did not vary according to students socio-economic background; vii) there are significant differences in ego orientation, competence perception in PE among female students and male students viii) the variables of thought processes are, in general, positively and significantly correlated.

The Shift of Students Attitudes Towards the Teacher of Physical Education

2018 ◽  
Vol 3 (94) ◽  
Author(s):  
Jurgita Čepelionienė ◽  
Vida Ivaškienė
Keyword(s):  
Physical Education ◽  
Sampling Strategy ◽  
Male Students ◽  
Physical Education Teachers ◽  
Physical Education Teacher ◽  
Spring Semester ◽  
First Year Students ◽  
Education Teacher ◽  
Students Attitudes ◽  
Research Students

Background. The aim of the research was to identify the shift of the attitude of students towards the physical education  teacher.  Hypothesis  of  the  research:  Students  attending  compulsory  physical  education  classes  view physical education teacher worse than those who have a possibility of physical education as an optional subject at the university. Methods. The first study was conducted in the spring semester of 2009 and the second study was conducted after four years (in the spring semester of 2013). First year students took part in the research, 362 females participated in the first study and 343 females in the second study. The total number of male participants in the first study was 129, in the second study – 169. Research participants were students selected from several universities using convenience sampling strategy. The data were analysed using the statistical data software package SPSS 21.0 for Windows. Results. The analysis of the research data about the most appealing traits of physical education teacher revealed that male students appreciated the teacher’s ability to be calm, interested in each student, to be creative and be able to apply innovations.Conclusions. For students the most appealing traits of physical education teachers are good knowledge of the subject and friendliness. The female students also emphasized the importance of good appearance of the teacher of physical education as well as good interaction with the group, the male students appreciated a good sense of humour and possibility of easy communication with the teacher. In four years’ time students’ attitudes towards the teacher of physical education improved.Keywords: students’ attitudes, physical education teacher, university physical education.

Spanish physical education teachers’ perceptions of talent development

2021 ◽  
pp. 1356336X2110108
Author(s):  
Alejandro Prieto-Ayuso ◽  
María Pilar León ◽  
Onofre Ricardo Contreras-Jordán ◽  
David Morley
Keyword(s):  
Physical Education ◽  
Extracurricular Activities ◽  
Talent Development ◽  
Limiting Factors ◽  
Physical Education Teachers ◽  
Teachers Perceptions ◽  
Physical Abilities ◽  
The Difference ◽  
Definition Of ◽  
Talented Students

Since Bailey and Morley (2006) developed a model of talent development (TD) in physical education (PE), several researchers have attempted to understand TD in the PE context. However, the definition of ‘talent’ in PE remains unclear. Currently, identifying refers to using a range of predefined criteria to recognise potential; providing to offering support for those identified; and developing to the process of defining, identifying, and providing talent in PE. This study aimed to examine secondary school PE teachers’ perceptions of TD processes in PE. A purposive sample of 20 Spanish PE teachers was interviewed (n = 17 males and 3 females). Through thematic analysis, five main themes were identified. Teachers associated talented students in PE with physical abilities. Teachers suggested several limiting factors in identifying and supporting talent within PE, including a lack of curricular guidelines, knowledge, and time. However, some teachers acknowledged that they were not equipped with strategies for TD in PE. Some teachers employed strategies to limit the abilities of talented students and balance the level of the class, while others found it difficult to develop talent in PE. Additionally, extracurricular activities were considered to play a key role in TD. Furthermore, teachers’ pedagogy might be biased when developing talented students in PE, as the difference between sports talent and PE talent is unclear. Our results reveal a need for professional development in TD for PE teachers.

scholarly journals The Analysis of Factors Related to Creativity in the Sample of Physical Education Teachers

2018 ◽  
Vol 2 (85) ◽  
Author(s):  
Dalia Lapėnienė ◽  
Audronė Dumčienė ◽  
Tomas Lapėnas
Keyword(s):  
Physical Education ◽  
Social Factors ◽  
Self Efficacy ◽  
Extrinsic Motivation ◽  
Negative Impact ◽  
Social Factor ◽  
Motivational Climate ◽  
Physical Education Teachers ◽  
Personal Factors ◽  
Creative Self

Research background and hypothesis. There are many obstacles for creativity in physical education teachers’ work  but  majority  of  physical  education  teachers  tend  to  work  creatively  so  it  is  worthwhile  to  explore  which variables predict creativity. The hypothesis of the study: Personal factors are more important for physical education teachers’ creativity in comparison to social factors.Research  aim  was  to  identify  individual  and  social  factors,  predicting  creativity  in  the  sample  of  physical education teachers. Research methods. Quantitative study. The questionnaire survey was used to establish the level of creativity, creative self-efficacy, motivation, emotions and the microclimate characteristics. The sample involved 120 physical education teachers. Research results. Creativity was predicted by self-efficacy and intrinsic process motivation. Extrinsic motivation inhibited creativity in physical education teachers’ work. Supervisory encouragement for creativity has the only social factor facilitating creativity.Discussion and conclusions. The obtained data confirmed interrelation between creativity and self-efficacy and validated results obtained by D. F. De Moulin (1993). Intrinsic process motivation also predicts creativity. It is in agreement with Y. Ommundsen and S. Eikanger Kvalo’s (2007) results. Extrinsic motivation has negative impact towards  creativity.  It  is  possible  that  teachers  motivated  intrinsically  create  task-involving  motivational  climate which leads to competitiveness (Ommundsen, Eikanger Kvalo, 2007). Supervisory encouragement is the only social variable predicting teachers’ creativity. The data revealed that supervisors’ behavior was more important than that of colleagues (Laker et al., 2008; Blankenship, Coleman, 2009).Keywords: creativity, personal and social factors.

scholarly journals Study Regarding the Planning Process in Physical Education and Sports

2021 ◽  
Vol 26 (1) ◽  
pp. 58-69
Author(s):  
Marcel Pomohaci ◽  
Ioan Sabin Sopa
Keyword(s):  
Physical Education ◽  
Planning Process ◽  
Sport Activity ◽  
Physical Education Teachers ◽  
Significant Activity ◽  
Planning Activity ◽  
Fundamental Process ◽  
New Curriculum ◽  
High Level

Abstract The planning process in every domain represents the first fundamental process; also, the physical and sport activity needs meticulous planning of the activity so that the density of the physical lessons and the efficiency to be at a high level. Our study is based on a questionnaire undertaken by ten physical education teachers from Sibiu City regarding planning the PE activity, the efficiency of the methods used in planning the activity, and other essential problems that occurred in the process of planning the PE activity. The research found out that the planning activity must be changed and adapted to children’s new needs in teachers’ opinion. Also, the documents are often too many and sometimes useless occupying teachers’ time and not being so efficient. The research conclusions are that planning the PE activity is a significant activity and new ways of planning and new curriculum should be added, and many inefficient documents should disappear so that the teachers’ time is used more efficiently.

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