A study of self-determined motivation toward physical education among different levels of schooling

Educational research is continously examining the changes and progress of students throughout their educational career. Understanding student change is a critical element in creating learning settings that can meet the diverse needs of students. An area of inquiry important to the education, engagement and learning of students is their motivation or self-determination. Researchers commonly make an inference that motivation decreases as student\u27s progress throughout their academic career, yet no empirical evidence has been gathered to support these claims. Therefore, the purpose of this study was to examine the self-determined motivation toward physical education of three different groups of students. Data were collected using a cross-sectional longitudinal design, whereby 50 students each in grades 7, 9 and 11 were randomly selected for this study and completed a survey on motivation toward physical education. Results revealed that as students progressed throughout their career, their motivation toward physical education decreased

The Teacher CARE project: Enhancing motivation, engagement and effort of a-motivated students

The purpose of this study was to examine the influence of different relatedness supportive settings on the motivation, engagement and effort of a-motivated students in secondary physical education. 147 a-motivated students from 5 schools were taught in a setting that was either high or low in support for their need of relatedness. Data were collected using a pretest and posttest design to examine a-motivated student\u27s level of motivation, engagement and effort. Repeated measures ANOVA\u27s with follow-up comparisons were utilized to analyze the data. Results indicated that students engaged in the high supportive setting significantly increased their levels of motivation, engagement and effort compared with students in the low support group. Findings from this study provide the first empirical evidence that supporting relatedness can positively influence the affective aspects of students with low motivation

Where are the mental health nurses?

In the 2007 national census, 7.1 million Australians answered yes to having a mental illness in their lifetime (ABS, 2013). This is a significant number of people, all of whom deserve specialist care from appropriately trained and qualified nurses

Interdisciplinary capstone course: synthesising theory and practice through an innovative mental health clinical placement

Given that people with a mental illness have a range of biopsychosocial needs, care and treatment is complex and is best delivered by a multidisciplinary team. In order for future health professionals to learn skills to understand consumers from an individualised and holistic perspective, students from Nursing, Psychology, Exercise Physiology and Dietetics participated in a therapeutic Recovery Camp alongside 30 people with a mental illness. The camp aimed to envelope consumers and students within an experience of therapeutic recovery. This interdisciplinary capstone course was to achieve learning outcomes via immersion in various indoor and outdoor activities nested within a strengths-based five-day camp held in the Australian bush. Students from different disciplines learned from and educated each other. They applied skills learned in theory in what can only be described as an innovative practice setting. The setting formed a fundamental part of the therapeutic milieu and students learned that a \u27clinic\u27, \u27unit,\u27 or \u27formal setting\u27 isn\u27t the only way care and treatment can be delivered to this marginalised and vulnerable group. This paper showcases how students from various disciplines worked with and learned from people with a mental illness

Self-determination in the context of mental health recovery

Approximately one in every five Australians will experience a mental illness each year (ABS, 2007). Mental illnesses are not homogenous. There are no clearly established clinical pathways and, as such, care and treatment is necessarily highly individualised

Can a clinical placement influence stigma? An analysis of measures of social distance

Background The way people who experience mental illness are perceived by health care professionals, which often includes stigmatising attitudes, can have a significant impact on treatment outcomes and on their quality of life. Objective To determine whether stigma towards people with mental illness varied for undergraduate nursing students who attended a non-traditional clinical placement called Recovery Camp compared to students who attended a \u27typical\u27 mental health clinical placement. Design Quasi-experimental. Participants Seventy-nine third-year nursing students were surveyed; n = 40 attended Recovery Camp (intervention), n = 39 (comparison group) attended a \u27typical\u27 mental health clinical placement. Methods All students completed the Social Distance Scale (SDS) pre- and post-placement and at three-month follow-up. Data analysis consisted of a one-way repeated measures analysis of variance (ANOVA) exploring parameter estimates between group scores across three time points. Two secondary repeated measures ANOVAs were performed to demonstrate the differences in SDS scores for each group across time. Pairwise comparisons demonstrated the differences between time intervals. Results A statistically significant difference in ratings of stigma between the intervention group and the comparison group existed. Parameter estimates revealed that stigma ratings for the intervention group were significantly reduced post-placement and remained consistently low at three-month follow-up. There was no significant difference in ratings of stigma for the comparison group over time. Conclusions Students who attended Recovery Camp reported significant decreases in stigma towards people with a mental illness over time, compared to the typical placement group. Findings suggest that a therapeutic recreation based clinical placement was more successful in reducing stigma regarding mental illness in undergraduate nursing students compared to those who attended typical mental health clinical placements

Erasable PUFs: Formal treatment and generic design

Physical Unclonable Functions (PUFs) have not only been suggested as new key storage mechanism, but - in the form of so-called "Strong PUFs"- also as cryptographic primitives in advanced schemes, including key exchange, oblivious transfer, or secure multi-party computation. This notably extends their application spectrum, and has led to a sequence of publications at leading venues such as IEEE S&P, CRYPTO, and EUROCRYPT in the past[3,6,10,11,29, 41]. However, one important unresolved problem is that adversaries can break the security of all these advanced protocols if they gain physical access to the employed Strong PUFs after protocol completion [41]. It has been formally proven[49] that this issue cannot be overcome by techniques on the protocol side alone, but requires resolution on the hardware level - the only fully effective known countermeasure being so-called Erasable PUFs. Building on this work, this paper is the first to describe a generic method how any given silicon Strong PUF with digital CRP-interface can be turned into an Erasable PUFs[36]. We describe how the Strong PUF can be surrounded with a trusted control logic that allows the blocking (or "erasure") of single CRPs. We implement our approach, which we call "GeniePUF", on FPGA, reporting detailed performance data and practicality figures. Furthermore, we develop the first comprehensive definitional framework for Erasable PUFs. Our work so re-establishes the effective usability of Strong PUFs in advanced cryptographic applications, and in the realistic case adversaries get access to the Strong PUF after protocol completion

Effective teaching and motivation: application of self-determination theory

Developing quality and effective future teachers is a cornerstone of all teacher-education programs. An area of inquiry that has been identified as influential within the teacher development process is the concept of motivation. Therefore, the purpose of this study was to examine if there were differences between elements of effective teaching based on preservice teachers (PTs) motivation toward teaching. 68 (Male=44; Female=24) undergraduate Physical and Health Education PTs were recruited within this study. PT data were collected on their motivation toward teaching and elements of effective teaching. Results indicated that motivation was associated with elements of effective teaching

Self-determined pedagogy and the amotivated student: Influence on student game play

An aspect deemed important in regards to student learning in physical education is the ability to demonstrate diverse skills within a variety of movement settings (National Association for Sport and Physical Education, 2004). Alderman, Beighle and Pangrazi (2006) suggest that motivation is a powerful influence on student learning of importance to this study is how to facilitate learning (i.e. psychomotor and cognitive) for students with low levels of motivation. The purpose of this study was to examine the influence of self-determined pedagogy on amotivated student‟s motivation and game play. 81 (Male=41; Female=40) amotivated students were engaged in one of two treatment groups (self-determined pedagogy or control). Data were collected using a pretest and post test design whereby students completed a battery of motivational surveys and played a twenty-minute game of volleyball. Data were analyzed using multiple repeated measures ANOVAs and revealed a significant change in amotivated student‟s level of relatedness and game play involvement. Results indicate support for using a self-determined approach toward teaching when meeting the needs of students with low levels of motivation