The effect of the Sport Education Model on basic needs, intrinsic motivation and prosocial attitudes. A systematic review and multilevel meta-analysis.

Autor/inn/en	Manninen, Mika; Campbell, Sara M.
Titel	The effect of the Sport Education Model on basic needs, intrinsic motivation and prosocial attitudes. A systematic review and multilevel meta-analysis. Gefälligkeitsübersetzung: Die Wirkung des Unterrichtsmodells der "Sport Education" auf Grundbedürfnisse, intrinsische Motivation und prosoziale Einstellungen. Systematischer Review und Mehrebenen-Metaanalyse.
Quelle	In: European physical education review, 28 (2022) 1, S. 78-99Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1356-336X; 1741-2749
DOI	10.1177/1356336X211017938
Schlagwörter	Metaanalyse; Vergleichsuntersuchung; Gruppenzugehörigkeit; Einstellung (Psy); Handlungskompetenz; Selbstständigkeit; Lernziel; Wettbewerb; Lernmotivation; Schülerorientierter Unterricht; Sportunterricht; Fachdidaktik; Handlungskompetenz; Sportpädagogik; Selbstständigkeit; Bedürfnisbefriedigung; Mannschaft; Metaanalyse; Wettkampftraining; Innere Motivation; Lernbedingungen; Lerneffekt; Lernmotivation; Soziale Kompetenz; Soziales Verhalten; Lernziel; Schülerorientierter Unterricht; Unterrichtsgestaltung; Unterrichtsmodell; Unterrichtsreihe; Fachdidaktik; Mannschaft; Sportpädagogik; Sportunterricht; Wettkampftraining; Wettbewerb; Forschungsstand; Bedürfnisbefriedigung; Literaturübersicht
Abstract	This study aimed to provide a quantitative synthesis on the effect of the Sport Education Model (SEM) on basic need satisfaction, intrinsic motivation, and prosocial attitudes in physical education (PE). We conducted a systematic review and meta-analysis on experimental studies conducted before August 2020. The initial search yielded 6061 articles, with 25 articles (n = 2937) meeting the inclusion criteria. The articles were analyzed using five separate analyses using two- and three-level random-effects models and Hedges' g effect size. The study showed the SEM to have a positive heterogeneous medium effect on autonomy (g = 0.43; CI 95% [0.12, 0.74]), competence (g = 0.42; CI 95% [0.17, 0.67]) and relatedness (g = 0.57; CI 95% [0.28, 0.85]) need satisfaction, intrinsic motivation (g = 0.63; CI 95% [0.37, 0.89]), and prosocial attitudes (g = 0.46; CI 95% [0.09, 0.83]). All a priori categorical moderators were statistically insignificant. The analyses indicate that the SEM is more need-supportive and promotes intrinsic motivation and prosocial attitudes more compared to the skill-drill, direct, and traditional instructional styles used in PE. However, high-quality experimental and comparative trials testing the efficacy of the SEM on broad outcomes are needed. Specifically, the concept of novelty, potential negative outcomes, and essential behavioral outcomes, such as physical activity, should be included in the future. Further, the fidelity of the interventions should be measured and reported with more transparency and detail. (Autor).
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2023/1