Learning in Physical Education: A Self-Determination Theory Perspective

Sun, Haichun; Li, Weidong; Shen, Bo

doi:10.1123/jtpe.2017-0067

Cited by 99 publications

(90 citation statements)

References 23 publications

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“…In another relevant study, Langdon et al [56] found students' autonomous motivation positively related to a volleyball cognitive knowledge test score. Sun et al [32] suggest that the contradictory results might be explained by the clarity of learning goals. When teaching a sport unit like volleyball, PE teachers might give more clear and specific learning goals.…”

Section: Motivation In Pementioning

confidence: 99%

“…In an effort to answer the call for more studies on learning outcomes [26], and more specifically cognitive knowledge learning [31,32], we included HRFK in the present study. The main effect of time on HRFK shows that students have a positive learning curve during the intervention period, independent of instruction group and gender.…”

Section: Health-related Fitness Knowledgementioning

confidence: 99%

“…Learning in PE is a complex matter, and, according to Rink [30], PE stands out as a school subject, including learning in the three domains of psychomotor, affective, and cognitive learning. Even though cognitive knowledge learning is important in the curriculum of PE, it has rarely been included as an outcome measure in research [31,32]. Furthermore, studies indicate that the gymnastics hall is not a suitable space for lecturing, as the vigorous context shifts the students' motivation away from cognitive learning, toward physical participation, according to Chen et al [33].…”

Section: Introductionmentioning

confidence: 99%

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The Impact of Flipped Learning on Cognitive Knowledge Learning and Intrinsic Motivation in Norwegian Secondary Physical Education

Østerlie

Mehus

2020

Education Sciences

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The purpose of the present study was to examine if and how the introduction of a flipped learning (FL) framework in Norwegian lower and upper secondary school physical education (PE) could affect student situational motivation and health-related fitness knowledge (HRFK). 206 Norwegian students (48% girls) from secondary and upper secondary schools were included in a three-week-long intervention. 85 students were assigned to an intervention group and 121 students to a control group, with the intervention aimed at integrating information communication technology (ICT) through the use of online videos. The results showed a negative motivational change for male students unless the activity changes were placed within an explanatory rationale through FL. The application of FL caused more cognitive knowledge learning, resulting in higher levels of HRFK among both girls and boys. The current research provided valuable insights into Norwegian students' motivation for PE and that cognitive knowledge learning can be affected when integrating the use of ICT in PE.

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Section: Motivation In Pementioning

confidence: 99%

Section: Health-related Fitness Knowledgementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The Impact of Flipped Learning on Cognitive Knowledge Learning and Intrinsic Motivation in Norwegian Secondary Physical Education

Østerlie

Mehus

2020

Education Sciences

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“…While SDT is the most widely used theoretical frameworkintegrating theoretical considerations, an extensive body of empirical studies, narrative reviews, and systematic reviews of research (Bryan and Solmon, 2007;Ntoumanis and Standage, 2009;Van den Berghe et al, 2014;Sun et al, 2017), AGT also provides eminent fit for sports, structured physical activities (exercise), and PE settings (Treasure and Roberts, 1995;Weigand et al, 2001;Roberts, 2012;Chepko and Doan, 2015). Similar to SDT, there are numerous empirical studies and some narrative summaries regarding PE and AGT (Ntoumanis and Biddle, 1999;Duda and Ntoumanis, 2003;Chen and Ennis, 2004;Cecić Erpič, 2011;Rudisill, 2016;Liu et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Supporting Subject Justification by Educational Psychology: A Systematic Review of Achievement Goal Motivation in School Physical Education

et al. 2019

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Achievement Goal Theory (AGT) has been applied as a core concept for understanding and promoting students' motivation in physical education (PE) and shows considerable relevance for theoretically and empirically justifying the significance of PE. However, systematically organized reviews of empirical research on AGT are limited to physical activities without explicit PE perspective. First, we aimed to compile basic tenets of AGT and its pedagogical potential for PE. Second, to bring together key findings and discuss future research, we systematically examined the existing empirical literature that applied AGT constructs in both observational and interventional PE settings. We searched the Web of Science, Scopus, Education Source, ERIC, SPORTDiscus, Physical Education Index, PsychInfo, and PsychArticles databases to identify English-language peer-reviewed journal articles with no restriction to publication date. The review was conducted according to the PRISMA Statement. Two independent reviewers screened all studies identified for eligibility, and assessed the methodological quality as well as the risk of bias. A total of 91 studies were included for analysis. Most of the studies (70) were observational, 21 studies were intervention based. On average, the methodological quality of the included studies was moderate and the risk of bias was moderate to high. Mastery goals, mastery-approach goals, and mastery climates appear to be highly relevant for supporting multiple political and curricular PE aims such as psychological well-being, motor skill development, general sports participation, prosocial behavior, and aspects of healthy living. Achievement goal profiles combining high mastery goals, high to low performance goals, and performance-approach goals partly show desirable functions. The results provide comprehensive information for planning and shaping PE Jaitner et al. Achievement Goal Motivation in PElessons based on AGT constructs that match the intended ambitions. The integration of the results into everyday school PE practice is a promising avenue for promoting students' motivation in PE and for fulfilling the overall political and curricular aims. However, this may be challenging in PE practice, as PE teachers at least partially follow a performance-pedagogical structure, including an orientation toward agonal sports, competition, and social comparison.

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“…These authors contend that the promotion of engagement in physical activity should be the primary focus of school PE programs given the place that school PE occupies within the general context of physical activity opportunities for children and youth. Sun, Li, and Shen (2017) review the motivation literature specific to self-determination theory with a specific emphasis on students' motivational profiles (Deci & Ryan, 1985, 2000, 2002-see article reference list). These researchers contend that in the PE setting students can adopt multiple types of motivation.…”

Section: Haichun Sunmentioning

confidence: 99%