11 research outputs found
Teachersâ perceptions of the Finnish national curriculum and inclusive practices of physical education
Relationships among perceived motivational climate, motivational regulations, enjoyment, and PA participation among Finnish physical education students
The influence of teacher-initiated motivational climate on cognitive, affective, and behavioural student outcomes has been highlighted as an area of future research. This study, grounded in self-determination and achievement goal theories, examined how teacher-initiated motivational climate can increase student motivation and positive affective responses in physical education (PE) along with their physical activity (PA) participation, and whether motivational climate has a longitudinal effect across middle school. In addition, we aimed to examine the role of positive affect in explaining the relationship between motivation in PE and out-of-school PA participation. Our sample comprised 540 adolescents (277 boys, 263 girls, median age 13) and they responded to self-report questionnaires measuring their perception of motivational climate in PE classes (Motivation Climate in Physical Education Questionnaire), motivational regulations (Physical Education Motivation Scale), enjoyment (Sport Enjoyment Scale), and PA participation (Health Behaviour in School-aged Children Research Protocol) twice at both Grades 7 and 9. Structural equation model analyses produced three main findings. First, the study showed that intrinsic motivation was the vital component of motivation that transferred the effect of learning-oriented climate to long-lasting enjoyment in PE context. Second, performance-oriented climate had a long-lasting effect on introjected and extrinsic regulations and amotivation. Finally, the study showed enjoyable experiences in PE to transfer intrinsic motivation into PA participation. The findings of the study extend our understanding on how teacher-initiated motivational climate in PE can lead to an increase in PA participation during middle school.peerReviewe
Relationships among perceived motivational climate, motivational regulations, enjoyment, and PA participation among Finnish physical education students
Physical education teacher educators views regarding the purpose(s) of physical education
peer-reviewedThe aim of this paper was to gain an understanding of the views of a group
of physical education teacher educators on the purpose(s) of school
physical education and whether, how and why these views have
changed over time. Semi-structured individual interviews were carried
out with thirteen physical education teacher educators; a fourteenth
participant responded to interview questions in writing. Participants
were based in seven countries: Belgium, Finland, Germany, Ireland, New
Zealand, Switzerland and the USA. A relative consensus on the
overarching purpose of physical education was evident, centred on
physical education preparing young people for a lifetime of physical
activity. The framing of this shared purpose differed somewhat between
participants, reflecting a range of perspectives on the value of physical
activity. Delineating the boundaries of their subject, participants
characterised obesity prevention and maximising in-class physical
activity as potential by-products rather than as goals of the subject. The
views of many had changed over time, influenced by such factors as
findings from research, societal expectations and a perceived need to
legitimise physical education within school and university contexts. We
note that many of the influences acting on the views of the physical
education teacher educators are also known to affect practicing
teachers. This suggests a possibility, in the open reflection of physical
education teacher educators on the interaction between their views and
the institutional and societal contexts within which they work, to
provide future teachers with alternative value pathways paved with
relatable explanations and shared experiences.ACCEPTEDpeer-reviewe