A Pedagogical Understanding of the Self-Determination Theory in Physical Education

Abstract

Learner motivation is considered an important premise for learning achievement. One of the theories used to explain learner motivation in physical education is the Self-Determination Theory (SDT). Different from others, SDT acknowledges the controlling nature of institutionalized education and builds its application around externally imposed regulatory mechanisms to enhance learner motivation. In this article, we review research findings on SDT in physical education and reason for the use of externally regulated motivation approaches as a primary strategy in physical education. We frame our arguments in the constructivist learning theories and argue that using external regulation mechanisms to maximize learner motivation is not inconsistent with the constructivist learning theories. Our pedagogical understanding about satisfying the basic human needs for competence, relatedness, and autonomy leads us to believe that the priority should be placed on competence development with relatedness as a pedagogical platform for competence development in physical education.

The impact of nonlinear pedagogy on physical education teacher education students’ intrinsic motivation

“…Although some anecdotal research evidence of personal accounts of the efficacy of the CLA in skill development (learning) in a practical setting has been reported (Moy et al 2015), this evidence needs to be verified by practical, empirical research studies with a range of children (e.g., socio-economic backgrounds, gender and ages) in a variety of educational settings (e.g., primary, secondary and co-educational). This need is in line with suggestions made by Van den Berghe and colleagues (2014) and Sun and Chen (2010) for more intervention and experimental studies aimed at demonstrating the connection between self-determined motivation and student learning of motor skills in physical education (as proposed by Kirk 2010). Previous SDT studies that have included a motor skill outcome have used measures that reflected a students' performance level such as the number of successful shots in a basketball drill (Simons, Dewitte, and Lens 2003), rather than students' learning such as improvement on a motor task (Van den ).…”

Effects of Asynchronous Music on Students’ Lesson Satisfaction and Motivation at the Situational Level

“…Such knowledge would enable teachers and pedagogues to maximize the benefits of musical accompaniment. Furthermore, in educational settings, the presence of highly intrinsically motivated students is always desirable as this leads to superior learning outcomes Ryan & Deci, 2009;Sun & Chen, 2010).…”

Autonomy support in Physical Education: Evidence to improve the teaching process

“…En el caso de este estudio, nuestra aportación de forma concreta se centra en las relaciones que se producen en el nivel situacional en un contenido concreto de EF como la orientación deportiva y que posteriormente nos servirán para reorientar el proceso de enseñanza-aprendizaje. Son numerosas las razones que pueden llevar a un docente de EF a utilizar un estilo más controlador o un estilo basado en el soporte de autonomía, a pesar de los beneficios mostrados en numerosos estudios y que se confirman también en este trabajo (Roth & Weinstock, 2013;Sun & Chen, 2014;Taylor et al, 2009). El uso de un estilo con mayor o menor soporte de autonomía ha sido justificado por la disposición hacia la autonomía de los propios docentes (Feucht & Bendixen, 2010;Van den Berghe et al, 2013); su motivación por enseñar (Roth, Assor, Kaplan, & Kannat-Mayman, 2007); elementos de presión laboral como la falta de tiempo o la exigencia de conseguir ciertos resultados limitan el uso del soporte de autonomía (Pelletier & Sharp, 2009), así como las características de los alumnos o la percepción personal de la motivación de los alumnos, cediendo mayor autonomía sobre aquellos alumnos que los profesores creían más motivados intrínsecamente y cediendo menos autonomía a aquellos que los profesores percibían como extrínsecamente motivados (Pelletier, SeguinLevesque, & Legault, 2002;Taylor et al, 2008).…”