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 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 Effects of an 8-Week Cooperative Learning Intervention on Physical Education Students’ Task and Self-Approach Goals, and Emotional Intelligence

2020 ◽  
Vol 18 (1) ◽  
pp. 61
Author(s):  
Sergio Rivera-Pérez ◽  
Javier Fernandez-Rio ◽  
Damián Iglesias Gallego
Keyword(s):  
Emotional Intelligence ◽  
Physical Education ◽  
Cooperative Learning ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Assessment Tools ◽  
Education Students ◽  
Social And Emotional ◽  
Learning Intervention ◽  
Approach Goals

Previous research highlighted the effectiveness of cooperative learning in the four learning domains: physical, cognitive, social and affective. However, recent reviews have called for more empirical research on social and emotional learning based on contemporary theories, frameworks and assessment tools. Little is known about the links between cooperative learning and two strong contemporary frameworks: the achievement goal theory and the four-branch model of emotional intelligence. The goal of this study was to assess the connections between cooperative learning, task and self-approach goals, and emotional intelligence in physical education classes. Forty primary education students (21 girls, 19 boys), 10–12 years (Mage = 10.87; SD = 0.85), enrolled in two different classes in only one school, participated. None of them had experienced cooperative learning as a pedagogical model before. The study followed a one group, pre-test-post-test, pre-experimental design. Both classes experienced the same cooperative learning intervention programme conducted in physical education, which included two consecutive learning units for a total of 16 sessions (2 per week/50 min each). The same physical education teacher, an expert in cooperative learning, conducted all sessions. Results showed that the cooperative learning framework helped increase students’ self-approach goals and their emotional control and regulation, and empathy. In conclusion, the present study reinforced the use of cooperative learning in physical education, because it can guide students to more adaptive motivational patterns and to develop their emotional intelligence. Furthermore, it contributes to the students’ social and emotional learning building quality relationships, learning to manage stressors, and evolve individually and in groups.

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 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.

Effects of Cooperative Learning on Performance of Sixth-Grade Physical Education Students

2005 ◽  
Vol 24 (1) ◽  
pp. 88-102 ◽  
Author(s):  
Tim Barrett
Keyword(s):  
Physical Education ◽  
Cooperative Learning ◽  
Learning Strategy ◽  
Sixth Grade ◽  
Academic Learning ◽  
Physical Education Class ◽  
Education Students ◽  
Functional Relationships ◽  
Physical Education Students ◽  
Withdrawal Design

The purpose of this investigation was to assess the effects of a cooperative learning strategy in physical education on academic learning time, the percentage of correct trials, the total number of trials, and correct trials. A cooperative learning strategy, Performer and Coach Earn Rewards (PACER), was implemented in a sixth-grade physical education class. Four children (two boys and two girls) participated. An ABAB withdrawal design was used to assess the effects of PACER during an 18-day unit of instruction. Functional relationships were demonstrated for the percentage of correct trials for all participants. Interestingly, low-skilled students performed as well as their average- and highly skilled counterparts.

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