Motivational processes in Sport Education programs among high school students

Abstract

The purpose of this study was to conduct a literature review on the motivational processes in a Sport Education curriculum model among high school-aged students using self-determination theory and achievement goal theory as theoretical frameworks. Literature for analysis was searched through electronic databases including Academic Research Complete, ERIC, PsycINFO, SPORTDiscus, and Web of Science by entering ‘Sport Education’, ‘physical education’, and ‘high school’ or ‘secondary school’ as keywords. Articles for review were then selected using the following criteria: (a) written in English; (b) published in a peer-reviewed journal; (c) a Sport Education curriculum model implemented in high school settings with three season phases; (d) providing empirical findings; and (e) investigating motivational variables as main outcomes. A total of 18 articles were identified of moderate and high quality based on a quality assessment. A systematic review of the articles resulted in three main findings: (a) self-determination theory and achievement goal theory strongly support the positive motivational influence of Sport Education; (b) Sport Education is relatively consistent in promoting motivational outcomes across genders, grade levels, sports, and motivational profiles; and (c) more research with long-term follow-up data and teacher participants in diverse school settings is needed to examine potential differences in the motivational impact of Sport Education programs.

Analysis of Motivational Climate, Emotional Intelligence, and Healthy Habits in Physical Education Teachers of the Future Using Structural Equations

“…In the case of an Ego Climate, the most relevant indicator was Unequal Recognition. Previous studies such as those carried out by Chu and Zhang [22] or Harwood et al [49] corroborate the present findings in that they reveal that more self-determined motivational orientations are linked to a higher level of involvement and inclination towards the achievement of goals. Also, it is evident that an ego climate is mainly regulated by actions that involve achieving greater performance and social recognition, due to the extrinsic nature of the motivations involved [23,24].…”

“…The motivational climate in sport has been explained by Achievement Goal Theory [21] and has been used to explain the motivational orientations involved in both sport and education [22]. The motivational climate can be defined as the set of social and contextual signals through which social agents are related, who define the keys to success or failure.…”

Are Physical Education Lessons Suitable for Sport Talent Identification? A Systematic Review of the Literature

“…A total of 11 studies were conducted internationally (see Supplementary Material, Table S1: Synthesis of studies about talent identification in Physical Education), from the first one [20] to the last one [42]. The relevant information was assessed following the structure used in previous SR [40]: 'author(s)' (and publication year); 'focus'; 'sample description'; 'analysis/data sources'; and 'outcomes'. A summary table with all the studies has been added as a supplementary material.…”

“…Fourth, previous studies [39][40][41] were used to obtain a quality score for each investigation based on the criteria shown in Table 2: journal, program, methodology, sample and instruments. Each item was scored from "0" to "2".…”

“…Cronbach's alpha (0.95) indicated high reliability among the experts [39]. The reviews included in the final sample [10,25,26] were excluded from this evaluation because they could not be assessed using the selection criteria following a qualitative evaluation according to Chu and Zhang [40]. Notes: JCR/SJR inclusion (was the study published in a journal indexed on the JCR or SJR?).…”