The influence of low-performing students' motivation on selecting courses from the perspective of the sport education model
DOI:
https://doi.org/10.15561/20755279.2019.0601Keywords:
curriculum, teaching strategy, physical education, education for sustainabilityAbstract
Purpose : Most studies on the sport education model (SEM) have focused on curriculum content and assessed students’ learning outcomes on the basis of teaching units and items. In contrast to the SEM, direct instruction (DI) emphasizes the learning of each unit and involves a shorter learning period. Few empirical studies have explored the moderating effect of elective motivation on the relationship between the SEM and low student performance in PE. Material : The present study employed a nonequivalent pretest-posttest quasi-experimental design with an experimental group, which received education under the SEM, and a control group, which received DI. The experiment was conducted in a university in Taiwan, with 115 students from two badminton classes selected as participants. Results : The results revealed that when the SEM was employed in physical education (PE), students’ elective motivation toward PE courses improved significantly and was significantly higher than that of students receiving DI. The SEM also effectively increased the elective motivation of low-performing students. Conclusions : Students can experience success in a teamwork setting, avoid a sense of loss and helplessness commonly experienced during individual competition-based learning, and change their elective motivation toward PE courses.Downloads
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References
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https://doi.org/10.3991/ijet.v13i04.8478
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https://doi.org/10.1080/08924562.2004.11000362
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https://doi.org/10.1080/1740898042000334872
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https://doi.org/10.1177/1356336X12450795
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https://doi.org/10.1080/07303084.2016.1226217
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https://doi.org/10.1123/jtpe.29.2.167
22. Wang WY, Chen YF, Chou LC. The effects of sport education model on students' volleyball skill performance and learning motivation. Journal of Exercise Health Research, 2015; 4: 39-47.
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https://doi.org/10.1123/jtpe.32.2.149
24. Deci EL, Ryan RM. Intrinsic motivation and self-determination in human behavior. New York: Plenum Press; 1985.
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25. Bang M, Wohn K, Shi C. The establishment of an e-learning system based on SDT. International Journal of Emerging Technologies in Learning, 2014; 9(4): 43-49.
https://doi.org/10.3991/ijet.v9i4.3704
26. Ryan RM, Deci EL. Intrinsic and extrinsic motivations: classic definitions and new directions. Contemporary Educational Psychology, 2000; 25: 54-67.
https://doi.org/10.1006/ceps.1999.1020
27. Benita M, Roth G, Deci EL. When are mastery goals more adaptive? It depends on experiences of autonomy support and autonomy. Journal of Educational Psychology, 2014; 106: 258.
https://doi.org/10.1037/a0034007
28. Luo YJ, Chen WC, Kao CC, Ma IC. Constructing elective motivation scale of physical education curriculum with structural equation model. Journal of Sports AMOS Statistical and Applications, 2017; 6: 1-10.
29. Taylor IM, Ntoumanis N, Smith B. The social context as a determinant of teacher motivational strategies in physical education. Psychology of Sport and Exercise, 2009; 10: 235-243.
https://doi.org/10.1016/j.psychsport.2008.09.002
30. Dewey J. Democracy and education: An introduction to the philosophy of education. New York: The Macmillan Company; 1923.
31. Davis GA, Rimm SB. Education of the gifted and talented. Englewood Cliffs (NJ): Prentice Hall; 1989.
32. Williams KB. Academic support, social support, and professional development of higher and lower achieving psychology majors. North American Journal of Psychology, 2015; 17: 373-382.
33. VanZile-Tamsen C, Livingston JA. The differential impact of motivation on the self-regulated strategy use of high-and low achieving university students. Journal of University Student Development, 1999; 40: 54-60.
34. Landry JB, Sdmon MA. Self-determination theory as an organizing framework to investigate women's physical activity behavior. Quest, 2002; 54: 332-354.
https://doi.org/10.1080/00336297.2002.10491782
35. Escriva-Boulley G, Tessier D, Ntoumanis N, Sarrazin P. Need-supportive professional development in elementary school physical education: Effects of a cluster-randomized control trial on teachers’ motivating style and student physical activity. Sport, Exercise, and Performance Psychology, 2018;7:218–34.
https://doi.org/10.1037/spy0000119
36. Moreno-Murcia J, Huéscar Hernández E, Ruiz L. Perceptions of Controlling Teaching Behaviors and the Effects on the Motivation and Behavior of High School Physical Education Students. IJERPH 2018;15:2288.
https://doi.org/10.3390/ijerph15102288
37. Hills AP, Dengel DR, Lubans DR. Supporting public health priorities: Recommendations for physical education and physical activity promotion in schools. Progress in Cardiovascular Diseases, 2015; 57: 368-374.
https://doi.org/10.1016/j.pcad.2014.09.010
38. Evans J. Equality, education, and physical education. London: Routledge; 2017.
39. Cohen J. Statistical Power Analysis for the Behavioral Sciences. 2nd ed. Routledge; 2013.
https://doi.org/10.4324/9780203771587
40. Dana P, Peter C. Examining the influence of sport education on the precursors of a motivation. European Physical Education Review, 2016; 23: 212-222.
https://doi.org/10.1177/1356336X16643921
41. Hastie PA, Buchanan AM. Teaching responsibility through sport education: prospects of a coalition. Research Quarterly for Exercise and Sport, 2000; 71: 25-35.
https://doi.org/10.1080/02701367.2000.10608877
42. Pan Y-H, Huang C-H, Lee I-S, Hsu W-T. Comparison of Learning Effects of Merging TPSR Respectively with Sport Education and Traditional Teaching Model in High School Physical Education Classes. Sustainability, 2019;11:2057.
https://doi.org/10.3390/su11072057
43. Rocamora I, González-Víllora S, Fernández-Río J, Arias-Palencia NM. Physical activity levels, game performance and friendship goals using two different pedagogical models: Sport education and direct instruction. Physical Education & Sport Pedagogy, 2019; 24: 87-102.
https://doi.org/10.1080/17408989.2018.1561839
44. Zimmerman BJ, Schunk DH. Self-regulating intellectual processes and outcomes: a social cognitive perceptive. In: Dai DY, Sternberg RJ. Motivation, emotion and cognition: integrative perspectives on intellectual functioning and development. Mahnah (NJ): Lawrence Erlbaum Associates; 2004. P. 323-349.
45. Treasure DC, Robert GC. Students' perceptions of the motivational climate, achievement beliefs, and satisfaction in physical education. Research Quarterly for Exercise and Sport, 2001; 72: 165-175.
https://doi.org/10.1080/02701367.2001.10608946
46. Savage MP. University student’ motivation for participation in a basic instruction program. College Student Journal, 1998; 32: 58-65.
47. Biddle SJH, Mutrie N. Psychology of physical activity determinants, well-being and intervention. London; New York: Routledge; 2001.
48. Perlman D. Motivating the student: Sport education can be a framework for success. Journal of Physical Education, Recreation & Dance, 2014; 85: 12-16.
https://doi.org/10.1080/07303084.2014.926845
49. Chow JY. Nonlinear learning underpinning pedagogy: Evidence, challenges, and implications. Quest, 2013; 65: 469-484.
https://doi.org/10.1080/00336297.2013.807746
50. Vallerand RJ, Rousseau FL. Intrinsic and extrinsic motivation in sport and exercise: A review using the hierarchical model of intrinsic and extrinsic motivation. In: Singer RN, Hausenblas HA, Janelle CM, ediros. Handbook of sport psychology. 2nd ed. New York: Wiley; 2001. P. 389-416.
51. Lee YM, Sun SH. The relationship between autonomous motivation of course-taking and learning engagement on college students. Journal of Research in Education Sciences, 2010; 55: 155-182.
2. Tsangaridou N. Moving towards effective physical education teacher education for generalist primary teachers: A view from Cyprus. Education, 2016; 44: 632- 647.
https://doi.org/10.1080/03004279.2014.952757
3. Kao CC. Development of team cohesion and sustained collaboration skills with the sport education model. Sustainability, 2019; 11: 23- 48.
https://doi.org/10.3390/su11082348
4. Penney D, Clarke G, Quill M. Sport education in physical education: Research based practice. New York: Routledge; 2005.
https://doi.org/10.4324/9780203497449
5. Penney D, Kinchin GD, Clarke G, Quill M. What is sport education and why is it timely to explore it? In: Penney D, Clarke G, Quill M, Kinchin D, editors. Sport and physical education: The key concepts. New York: Routledge; 2005. P. 3-22.
6. Huang WY. Laws/regulations and compulsory/elective course systems for physical education curriculum of University. Sports Research and Review, 2017; 140: 19-26.
7. Holt NL, Sehn ZL, Spence JC, Newton AS, Ball GDC. Physical education and sport programs at an inner city school: Exploring possibilities for positive youth development. Physical Education and Sport Pedagogy, 2012; 17: 97- 113.
https://doi.org/10.1080/17408989.2010.548062
8. Mowling CM, Brock SJ, Eiler K, Rudisill M. Student motivation in physical education: breaking down barriers. Journal of Physical Education, Recreation & Dance, 2004; 75: 40-45.
9. Zhang Y. Design and development of WEB-based remote network physical education teaching platform in colleges and universities. International Journal of Emerging Technologies in Learning, 2018; 13(4): 150- 161.
https://doi.org/10.3991/ijet.v13i04.8478
10. Luo YJ. The influence of problem-based learning on learning effectiveness in students’ of varying learning abilities within physical education. Innovations in Education and Teaching International, 2018; 56: 3- 13.
https://doi.org/10.1080/14703297.2017.1389288
11. Hannon JC, Ratliff T. Cooperative learning physical education. Strategies, 2004; 17: 29- 32.
https://doi.org/10.1080/08924562.2004.11000362
12. Parker MB, Curtner-Smith M. Health-related fitness in sport education and multi-activity teaching. Physical Education and Sport Pedagogy, 2005; 10: 1- 18.
https://doi.org/10.1080/1740898042000334872
13. Kinchin GD. Sport Education: A View of the Research. Handbook of Physical Education, 1 Oliver’s Yard, 55 City Road, London: EC1Y 1SP United Kingdom: SAGE Publications Ltd; 2006. P. 596–609.
https://doi.org/10.4135/9781848608009.n33
14. Turan Z, Avinc Z, Kara K, Goktas Y. Gamification and education: Achievements, cognitive loads, and views of students. International Journal of Emerging Technologies in Learning, 2016; 11(7): 64-69.
https://doi.org/10.3991/ijet.v11i07.5455
15. Pennington CG. Sport education and physical activity. International Journal of Physical Education, Fitness and Sports, 2019; 8: 122-125.
https://doi.org/10.26524/ijpefs19114
16. Siedentop D. Sport education: A retrospective. Journal of Teaching in Physical Education, 2002; 21: 409-418.
https://doi.org/10.1123/jtpe.21.4.409
17. Perlman D. The influence of the sport education model on a motivated students’ in-class physical activity. European Physical Education Review, 2012; 18: 335-345.
https://doi.org/10.1177/1356336X12450795
18. Lund J, Tannehill D. Standards-based physical education curriculum development. Burlington (MA): Jones and Bartlett; 2014.
19. Pan YH. Teaching personal and social responsibility through sport education model. Quarterly of Chinese Physical Education, 2013; 27: 105-112.
20. O'Neil K, Krause JM. The sport education model: A track and field unit application. Journal of Physical Education, Recreation & Dance, 2016; 87: 14-20.
https://doi.org/10.1080/07303084.2016.1226217
21. Sinelnikov OA, Hastie PA. Student’s autobiographical memory of participation in multiple sport education seasons. Journal of Teaching in Physical Education, 2010; 29: 167-183.
https://doi.org/10.1123/jtpe.29.2.167
22. Wang WY, Chen YF, Chou LC. The effects of sport education model on students' volleyball skill performance and learning motivation. Journal of Exercise Health Research, 2015; 4: 39-47.
23. Wallhead T, Garn AC, Vidoni C, Youngberg C. Game play participation of a motivated students during sport education. Journal of Teaching in Physical Education, 2013; 32: 149-165.
https://doi.org/10.1123/jtpe.32.2.149
24. Deci EL, Ryan RM. Intrinsic motivation and self-determination in human behavior. New York: Plenum Press; 1985.
https://doi.org/10.1007/978-1-4899-2271-7
25. Bang M, Wohn K, Shi C. The establishment of an e-learning system based on SDT. International Journal of Emerging Technologies in Learning, 2014; 9(4): 43-49.
https://doi.org/10.3991/ijet.v9i4.3704
26. Ryan RM, Deci EL. Intrinsic and extrinsic motivations: classic definitions and new directions. Contemporary Educational Psychology, 2000; 25: 54-67.
https://doi.org/10.1006/ceps.1999.1020
27. Benita M, Roth G, Deci EL. When are mastery goals more adaptive? It depends on experiences of autonomy support and autonomy. Journal of Educational Psychology, 2014; 106: 258.
https://doi.org/10.1037/a0034007
28. Luo YJ, Chen WC, Kao CC, Ma IC. Constructing elective motivation scale of physical education curriculum with structural equation model. Journal of Sports AMOS Statistical and Applications, 2017; 6: 1-10.
29. Taylor IM, Ntoumanis N, Smith B. The social context as a determinant of teacher motivational strategies in physical education. Psychology of Sport and Exercise, 2009; 10: 235-243.
https://doi.org/10.1016/j.psychsport.2008.09.002
30. Dewey J. Democracy and education: An introduction to the philosophy of education. New York: The Macmillan Company; 1923.
31. Davis GA, Rimm SB. Education of the gifted and talented. Englewood Cliffs (NJ): Prentice Hall; 1989.
32. Williams KB. Academic support, social support, and professional development of higher and lower achieving psychology majors. North American Journal of Psychology, 2015; 17: 373-382.
33. VanZile-Tamsen C, Livingston JA. The differential impact of motivation on the self-regulated strategy use of high-and low achieving university students. Journal of University Student Development, 1999; 40: 54-60.
34. Landry JB, Sdmon MA. Self-determination theory as an organizing framework to investigate women's physical activity behavior. Quest, 2002; 54: 332-354.
https://doi.org/10.1080/00336297.2002.10491782
35. Escriva-Boulley G, Tessier D, Ntoumanis N, Sarrazin P. Need-supportive professional development in elementary school physical education: Effects of a cluster-randomized control trial on teachers’ motivating style and student physical activity. Sport, Exercise, and Performance Psychology, 2018;7:218–34.
https://doi.org/10.1037/spy0000119
36. Moreno-Murcia J, Huéscar Hernández E, Ruiz L. Perceptions of Controlling Teaching Behaviors and the Effects on the Motivation and Behavior of High School Physical Education Students. IJERPH 2018;15:2288.
https://doi.org/10.3390/ijerph15102288
37. Hills AP, Dengel DR, Lubans DR. Supporting public health priorities: Recommendations for physical education and physical activity promotion in schools. Progress in Cardiovascular Diseases, 2015; 57: 368-374.
https://doi.org/10.1016/j.pcad.2014.09.010
38. Evans J. Equality, education, and physical education. London: Routledge; 2017.
39. Cohen J. Statistical Power Analysis for the Behavioral Sciences. 2nd ed. Routledge; 2013.
https://doi.org/10.4324/9780203771587
40. Dana P, Peter C. Examining the influence of sport education on the precursors of a motivation. European Physical Education Review, 2016; 23: 212-222.
https://doi.org/10.1177/1356336X16643921
41. Hastie PA, Buchanan AM. Teaching responsibility through sport education: prospects of a coalition. Research Quarterly for Exercise and Sport, 2000; 71: 25-35.
https://doi.org/10.1080/02701367.2000.10608877
42. Pan Y-H, Huang C-H, Lee I-S, Hsu W-T. Comparison of Learning Effects of Merging TPSR Respectively with Sport Education and Traditional Teaching Model in High School Physical Education Classes. Sustainability, 2019;11:2057.
https://doi.org/10.3390/su11072057
43. Rocamora I, González-Víllora S, Fernández-Río J, Arias-Palencia NM. Physical activity levels, game performance and friendship goals using two different pedagogical models: Sport education and direct instruction. Physical Education & Sport Pedagogy, 2019; 24: 87-102.
https://doi.org/10.1080/17408989.2018.1561839
44. Zimmerman BJ, Schunk DH. Self-regulating intellectual processes and outcomes: a social cognitive perceptive. In: Dai DY, Sternberg RJ. Motivation, emotion and cognition: integrative perspectives on intellectual functioning and development. Mahnah (NJ): Lawrence Erlbaum Associates; 2004. P. 323-349.
45. Treasure DC, Robert GC. Students' perceptions of the motivational climate, achievement beliefs, and satisfaction in physical education. Research Quarterly for Exercise and Sport, 2001; 72: 165-175.
https://doi.org/10.1080/02701367.2001.10608946
46. Savage MP. University student’ motivation for participation in a basic instruction program. College Student Journal, 1998; 32: 58-65.
47. Biddle SJH, Mutrie N. Psychology of physical activity determinants, well-being and intervention. London; New York: Routledge; 2001.
48. Perlman D. Motivating the student: Sport education can be a framework for success. Journal of Physical Education, Recreation & Dance, 2014; 85: 12-16.
https://doi.org/10.1080/07303084.2014.926845
49. Chow JY. Nonlinear learning underpinning pedagogy: Evidence, challenges, and implications. Quest, 2013; 65: 469-484.
https://doi.org/10.1080/00336297.2013.807746
50. Vallerand RJ, Rousseau FL. Intrinsic and extrinsic motivation in sport and exercise: A review using the hierarchical model of intrinsic and extrinsic motivation. In: Singer RN, Hausenblas HA, Janelle CM, ediros. Handbook of sport psychology. 2nd ed. New York: Wiley; 2001. P. 389-416.
51. Lee YM, Sun SH. The relationship between autonomous motivation of course-taking and learning engagement on college students. Journal of Research in Education Sciences, 2010; 55: 155-182.
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2019-12-18
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Kao C-C, Luo Y-J. The influence of low-performing students’ motivation on selecting courses from the perspective of the sport education model. Physical Education of Students. 2019;23(6):269-78. https://doi.org/10.15561/20755279.2019.0601
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