scholarly journals Å velge aktiviteter selv som grunnlag for trivsel og mestring. En casestudie av kroppsøvingsundervisningen ved en videregående skole

2017 ◽  
Vol 11 (2) ◽  
pp. 4 ◽  
Author(s):  
Pål Lagestad
Keyword(s):  
High School ◽  
Physical Education ◽  
Well Being ◽  
Field Work ◽  
Self Determination Theory ◽  
Self Determination ◽  
Teachers And Students ◽  
Human Autonomy ◽  
High Level

En videregående skole skilte seg ut ved at elevene på denne skolen i gjennomsnitt hadde det laveste fraværet i Nordland. På bakgrunn av dette foretok jeg en forskningsstudie for å se nærmere på hvordan kroppsøvingsfaget ble organisert ved denne skolen. To lærere og alle 15 elevene på tredje studieår ble intervjuet om hvordan kroppsøvingsfaget ved skolen ble organisert og gjennomført. Det ble også foretatt uformelle samtaler med lærerne gjennom et tredagers feltarbeid, samt gjennomført observasjon av to dobbelttimer i kroppsøving, hvor lærere og elever deltok. Resultatene tyder på at kroppsøvingen ble organisert med høy grad av selvbestemmelse og frihet til selv å velge aktiviteter. Samtidig satte lærerne krav til elevenes deltakelse, og fulgte dem opp i et miljø hvor den sosiale tilhørigheten syntes å være høy. Ifølge både lærere og elever gav denne tilnærmingen et godt grunnlag for opplevelse av trivsel og mestring, og et godt grunnlag for oppmøte i kroppsøving. Resultatene underbygges av selvbestemmelsesteori og de tre basale behovene selvbestemmelse, tilhørighet og kompetanse.Nøkkelord: kroppsøving, selvbestemmelsesteori, mestring, trivselAbstractA high school stood out by having the lowest absentee rates in physical education among all of the seventeen high schools in Nordland. On this basis, a case study was conducted to examine how physical education was organized at this school. Two teachers, and all of the 15 students in the last year of high school, were interviewed about the organization of physical education at this high school. Observations and informal conversations were also conducted among the teachers through three days of field work, which also included lessons in physical education. The results indicate that the physical education at this high school was organized with a high level of autonomy, where students chose the activities by themselves. Meanwhile, the teachers required that the students planned their activities, with high effort levels. The teachers closely followed up each student in a social environment with high relatedness among teachers and students. According to both the teachers and the students, this approach created a good foundation for wellbeing and development in physical education. The results are supported by self- determination theory, that points to three basic needs in all human; autonomy, relatedness and competence.Keywords: physical education, self-determination theory, competence, well-being

Student (Dis)Engagement and Need-Supportive Teaching Behavior: A Multi-Informant and Multilevel Approach

2015 ◽  
Vol 37 (4) ◽  
pp. 353-366 ◽  
Author(s):  
Lynn Van den Berghe ◽  
Isabel B. Tallir ◽  
Greet Cardon ◽  
Nathalie Aelterman ◽  
Leen Haerens
Keyword(s):  
Student Engagement ◽  
Physical Education ◽  
Self Determination Theory ◽  
Self Determination ◽  
Future Research ◽  
Physical Education Teachers ◽  
Teaching Behavior ◽  
Need Support ◽  
Teachers And Students ◽  
Causality Orientations

Starting from self-determination theory, we explored whether student engagement/disengagement relates to teachers’ need support and whether this relationship is moderated by teachers’ causality orientations. A sample of 2004 students situated in 127 classes taught by 33 physical education teachers participated in the study. Both teachers and students reported on students’ (dis)engagement, allowing investigation of the proposed relationships both at the student and teacher level. Most of the variance in need support was at the student level, but there was also between-teacher and between-class variance in need support. Engagement related to more need support, but only at the student level. In total, few moderation effects were found. Teachers with a relatively low controlled orientation were more need supportive when perceiving their students as emotionally and behaviorally engaged. By making teachers aware of these dynamics, automatic responses to student engagement can be better thought out. Recommendations for future research are discussed.

scholarly journals Pupils’ experiences of autonomy, competence and relatedness in ‘Move for Well-being in Schools’: A physical activity intervention

2018 ◽  
Vol 25 (3) ◽  
pp. 640-658 ◽  
Author(s):  
Anne-Didde Holt ◽  
Søren Smedegaard ◽  
Charlotte Skau Pawlowski ◽  
Thomas Skovgaard ◽  
Lars Breum Christiansen
Keyword(s):  
Physical Activity ◽  
School Environment ◽  
Physical Activity Intervention ◽  
Well Being ◽  
Self Determination Theory ◽  
Self Determination ◽  
Sense Of Competence ◽  
Group Interviews ◽  
And Performance

Physical activity at school can be beneficial to children’s psychosocial well-being. To realise this potential, a school environment that supports physical activity is crucial. Self-Determination Theory provides the basis for one approach, namely to focus on pupils’ need to feel competent, autonomous and related. The purpose of this study was to investigate how pupils experienced a school physical activity intervention based on Self-Determination Theory and to assess whether the components developed for the intervention appeared to increase the pupils’ sense of competence, autonomy and relatedness, thereby furthering their psychosocial well-being. Two schools were selected to take part in a qualitative case study, with one grade four (ages 9–10) and one grade six (ages 12–13) class selected for closer monitoring. Ten semi-structured focus group interviews were carried out, involving 36 pupils, combined with 28 days of participant observations. The data were analysed based on the principles of deductive content analysis, using competence, autonomy and relatedness in the categorisation matrix. Findings showed that the pupils’ sense of relatedness was central to well-being and influenced their sense of competence and autonomy. Changing the physical activity climate to focus on mastery and learning instead of competing and performance was challenging, but in some instances brought about more positive experiences, especially for pupils with limited motivation in school physical activity. Finally, while being given influence and choice evidently promoted the sense of autonomy, some pupils felt uncomfortable choosing activities on behalf of the group.

scholarly journals Teoría de la autodeterminación en el contexto de educación física: Una revisión sistemática (Self-determination Theory in the Physical Education context: A systematic review)

Retos ◽  
2020 ◽  
pp. 838-844
Author(s):  
Carla Mariela Salazar-Ayala ◽  
Gabriel Gastélum-Cuadras
Keyword(s):  
Systematic Review ◽  
Physical Education ◽  
Intrinsic Motivation ◽  
Web Of Science ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Revisión Sistemática ◽  
High Level

El objetivo del presente trabajo fue analizar estudios basados en la teoría de la autodeterminación dentro de las clases de educación física y el efecto de la intervención docente en las NPB del estudiante. Método: Esto se logró a través de una revisión sistemática, cuya búsqueda se ejecutó en las bases de datos SCOPUS, Web of Science, Dialnet, SciELO, EBSCOhost y Google académico. Inicialmente se identificaron 1780 documentos, de los cuales 18 cumplieron con los indicadores CASPE para revisiones sistemáticas. Resultados: estos mostraron un amplio efecto positivo en el uso de la Teoría de Autodeterminación en intervenciones realizadas con docentes, las variables mayormente trabajadas fueron la satisfacción de las necesidades psicológicas básicas (autonomía, competencia y relación) y la motivación intrínseca. Estas variables se mostraron altamente relacionadas con un incremento en la intención a la práctica de actividad física y adherencia, logro académico entre otros. Conclusiones: Crear las condiciones que incrementen la motivación intrínseca a través de la satisfacción de las necesidades básicas, debe ser la preocupación más importante a la hora de planificar, organizar y seleccionar las estrategias de trabajo por parte del docente de educación física. Es necesario realizar estudios de intervención en edades tempranas y observar si estas condiciones ayudan a reducir el desinterés en edades más avanzadas.Abstract. The aim of the present work was to analyse studies based on the theory of self-determination within physical education classes and the effect of teacher intervention on students’ BPN. Method: This was achieved through a systematic review, the search being performed in the SCOPUS, Web of Science, Dialnet, SciELO, EBSCOhost, and Google Scholar databases. Initially 1780 documents were identified, 18 of which met the CASPE`s indicators for systematic reviews. Discussion:  The results shown a wide positive effect of the interventions performed with teachers grounded in self-determination theory; the most common variables were basic psychological needs (autonomy, competence, and relatedness) and intrinsic motivation, and academic achievement among others. These variables have shown a high level of relationship with an increase in the intention to practice physical activity and its adherence. Conclusions: Creating conditions that increase intrinsic motivation through the satisfaction of basic needs should be the most important concern when planning, organizing, and selecting work strategies by physical education teachers. It is necessary to conduct intervention studies at early ages and assess if these conditions help reduce disinterest at older ages.

Self-determination theory applied to physical education: A systematic review and meta-analysis.

2020 ◽  
Vol 112 (7) ◽  
pp. 1444-1469 ◽  
Author(s):  
Diego Vasconcellos ◽  
Philip D. Parker ◽  
Toni Hilland ◽  
Renata Cinelli ◽  
Katherine B. Owen ◽  
...  
Keyword(s):  
Systematic Review ◽  
Physical Education ◽  
Meta Analysis ◽  
Self Determination Theory ◽  
Self Determination

Bienestar psicológico y motivación en hockeystas amateurs, que estudian/trabajan y deben cumplir con una rutina de alto rendimiento para representar a Chile en el hockey césped. / Psychological wellbeing and motivation in amateur hockeystas, while ...

2014 ◽  
Vol 3 (05) ◽  
pp. 19-45
Author(s):  
María Camila Cabargas Fernández
Keyword(s):  
High Performance ◽  
Well Being ◽  
Self Determination Theory ◽  
Self Determination ◽  
Psychological Wellbeing ◽  
Psychological Well Being ◽  
Psychological Variables ◽  
Hockey Players ◽  
Different Dimensions ◽  
Bienestar Psicologico

En este estudio se pretende describir el bienestar psicológico y la motivación de hockystas amateurs que estudian/trabajan y deben cumplir con una rutina de alto rendimiento para representar a Chile en el hockey césped. Para ello se indagó en el bienestar psicológico desde la perspectiva de Ryff, y en la motivación desde la Teoría de la Autodeterminación (TAD) de Deci y Ryan. Tras la compleja realidad a la que se enfrentan diariamente los deportistas de la muestra, es que surge el interés por conocer las variables psicológicas mencionadas anteriormente. Teniendo en cuenta que pudieran estar relacionadas a través de las diferentes dimensiones que las componen. Por lo tanto, al potenciar algunas de estas dimensiones se estaría influyendo tanto en el bienestar psicológico como en la motivación de los deportistas, lo que nos ayudaría a describir como es el bienestar psicológico y la motivación de estos. This study aims to describe psychological wellbeing and motivation in amateur hockey players who study/work and must obey to a high performance routine to represent Chile in field hockey. Wellbeing approaches made by Ryff were considered for this research, as well as self-determination theory (Deci & Ryan) to investigate motivation. After the complex reality this amateur hockey players face every day, it becomes interesting to study the psychological variables mentioned above. Believing that they could be related through different dimensions that compose them. Therefore, when you maximize the dimensions of both theories, it would be directly influencing the psychological well-being and motivation of athletes, this could help us to describe psychological well-being and motivation of them.

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