Effect of autonomy support on self-determined motivation in elementary physical education.

Autor/inn/en	Chang, Yu-Kai; Chen, Senlin; Tu, Kun-Wei; Chi, Li-Kang
Titel	Effect of autonomy support on self-determined motivation in elementary physical education. Gefälligkeitsübersetzung: Auswirkung der Förderung von Autonomie auf die selbstbestimmte Motivation im Grundschulsportunterricht.
Quelle	In: Journal of sports science & medicine, 15 (2016) 3, S. 460-466 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1303-2968
Schlagwörter	Empirische Untersuchung; Autonomie; Grundschule; Lehrer; Aktivität; Motivation; Sportpsychologie; Sportpädagogik; Sportunterricht; Grundschulalter
Abstract	Using the quasi-experimental design, this study examined the effect of autonomy support on self-determined motivation in elementary school physical education (PE) students. One hundred and twenty six participants were assigned to either the autonomy support group (n = 61) or the control group (n = 65) for a six-week intervention period. Perceived teacher autonomy, perceived autonomy in PE, and self-determined motivation in PE were pre- and post-tested using validated questionnaires. Significant increases in perceived teacher autonomy and perceived autonomy in PE were observed in the autonomy support group, but not in the control group. Intrinsic motivation was higher in the autonomy support group than that in the control group. From an experimental perspective, these findings suggest that the autonomy support was successfully manipulated in the PE classes, which in turn increased the students' perceived autonomy and intrinsic motivation. (Autor).
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2017/2