Understanding Students' Experiences in a PE, Health and Well-Being Context: A Self-Determination Theory Perspective

Autor/inn/en	Gray, Shirley; Mitchell, Fiona; Wang, C.K. John; Robertson, Ashley
Titel	Understanding Students' Experiences in a PE, Health and Well-Being Context: A Self-Determination Theory Perspective
Quelle	In: Curriculum Studies in Health and Physical Education, 9 (2018) 2, S.157-173 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2574-2981
DOI	10.1080/25742981.2018.1442230
Schlagwörter	Well Being; Self Determination; Physical Education; Student Attitudes; Health Education; Secondary School Students; Student Motivation; Educational Experience; Teaching Methods; Foreign Countries; Curriculum; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Well-being; Wellness; Wohlbefinden; Selbstbestimmung; Körpererziehung; Sportunterricht; Schülerverhalten; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Sekundarschüler; Schulische Motivation; Bildungserfahrung; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Curricula; Lehrplan; Rahmenplan
Abstract	Framed by Self-Determination Theory, this investigation explored student experience as they engaged in their physical education (PE), health and well-being (HWB) curriculum in Scotland for the first time. We aimed to uncover the features of various learning environments that appeared to impact upon student motivation in PE over the period one academic year. We carried out focus group interviews with students from one state secondary school (secondary 1 and 2; ages 12-14) and its feeder primary schools (primary 7; age 11 years) immediately after a selection of PE lessons throughout the year. Furthermore, to provide some additional context for our analysis, the students in each year completed a questionnaire (pre-post) to identify and understand their motivation for PE over time. The results from the interviews indicated that students had a number of positive and negative PE experiences. However, the results from the questionnaire demonstrate that the students' experiences during the first year of this 'new' curriculum had little impact on their motivation for PE. The findings highlight the importance of mixed methods research to provide context-specific account of student experience. This detail may be critical for the development of informed and effective pedagogy that supports student learning, health and well-being. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01