Physical Education Teachers' Perceptions about the Effectiveness and Acceptability of Strategies Used to Increase Relevance and Choice for Students in Physical Education Classes

Autor/inn/en	Bennie, Andrew; Peralta, Louisa; Gibbons, Sandra; Lubans, David; Rosenkranz, Richard
Titel	Physical Education Teachers' Perceptions about the Effectiveness and Acceptability of Strategies Used to Increase Relevance and Choice for Students in Physical Education Classes
Quelle	In: Asia-Pacific Journal of Teacher Education, 45 (2017) 3, S.302-319 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bennie, Andrew)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2016.1207059
Schlagwörter	Physical Education Teachers; Teacher Attitudes; Qualitative Research; Foreign Countries; Teaching Methods; Physical Activities; Semi Structured Interviews; Intervention; Self Determination; Student Motivation; Motivation Techniques; Relevance (Education); Secondary School Teachers; Australia + Suchen Sie Ihr Suchwort? Physical education; Physical training; Teacher; Teachers; Sportlehrer; Lehrerverhalten; Qualitative Forschung; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Selbstbestimmung; Schulische Motivation; Motivationsförderung; Relevance; Relevanz; Australien
Abstract	School physical education (PE) aims to develop students' knowledge and skills for lifelong participation in physical activity (PA). Unfortunately, many PE teachers report that motivating students is a significant challenge. The purpose of this study was to explore PE teacher perceptions about the effectiveness and acceptability of three self-determination theory-based motivational strategies on students' PA, motivation, and learning during PE lessons. Thirteen PE teachers from five schools in Western Sydney, Australia, participated in this study. We carried out semi-structured post-lesson interviews with PE teachers to gather information about the perceived effectiveness and acceptability of the three intervention strategies and whether these were sustainable teaching methods: (1) explaining relevance; (2) providing choice; and (3) complete free choice. Analysis of interview data revealed that teachers believed each strategy successfully enhanced student PA, enjoyment, motivation, and student learning. The findings also showed that our motivational teaching strategies were acceptable when embedded within certain PE contexts. Overall, the results have implications for future pre-service and in-service PE teaching practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01