Enhancing Student Motivation in College and University Physical Activity Courses Using Instructional Alignment Practices

Autor/inn/en	Kim, MooSong; Cardinal, Bradley J.; Yun, Joonkoo
Titel	Enhancing Student Motivation in College and University Physical Activity Courses Using Instructional Alignment Practices
Quelle	In: Journal of Physical Education, Recreation & Dance, 86 (2015) 9, S.33-38 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0730-3084
DOI	10.1080/07303084.2015.1085343
Schlagwörter	Student Motivation; College Students; Physical Education; Physical Education Teachers; Self Determination; Alignment (Education); Student Satisfaction; College Faculty; Student Needs; Psychological Needs + Suchen Sie Ihr Suchwort? Schulische Motivation; Collegestudent; Körpererziehung; Sportunterricht; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Selbstbestimmung; Fakultät
Abstract	Motivation is a key factor in promoting students' active engagement in regular physical activity. According to self-determination theory -- one of the prominent motivational theories -- for this to occur, students' basic psychological needs must be met (i.e., their need for autonomy, competence and relatedness). Students' self-determined motivation may be further amplified by using evidence-based pedagogical practices, such as instructional alignment. Such information may be particularly valuable for college and university physical activity instructors who are sometimes experts in their activity, but who may have little formal training in motivational theory or evidence-based pedagogical strategies. In this article, we describe the concept of instructional alignment and discuss how college and university physical activity instructors, in particular, can integrate this knowledge into their courses with the intent being to enhance their students' satisfaction of basic psychological needs and long-term physical activity motivation. Multiple practical applications are shared. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01