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Motiviation in PE
Identify several methods
for motivating students.
Use the following categories to
help generate ideas:
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Intrinsic
Extrinsic
Teacher
Curriculum
Climate
Miscellaneous
Responses
• Choose activities
• Play music students
like
• Teams – sport ed
• Novel or new
activities
• Assignment – develop
their own activity
(jigsaw)
• Model enthusiasm
and wellness
• Incentives – open
gym, extra credit,
captainship
• Feedback - positive
• Competition – tournament
• Teacher qualities –
concerned, approachable,
fun
• Benefits of physical activity
• Grades
Flow (enjoyment)
channel
Viewing Success
is formed by:
-Perceived ability
-Competence
-Past experiences
-Choice of tasks
-“Failing forward”
Records
• Fitness – large posters for each of
the health-related fitness
components separate by grade and
sex.
• Cooperative activities
• Turnstile, keypunch, etc (timed)
• Adventure activities
• Technology:
• Pedometers, HR monitors, video analysis
(moviemaker skills), picture boards
• Enjoyment
• ‘Specifically, they demonstrated the
mediating role of enjoyment in explaining
the relationship between students'
experiences in PE and their level of physical
activity outside of school.’
• QUITE a connection!
•
Cox, A., Williams, L., & Smith, A. (2007). Motivation in
physical education and physical activity behavior outside of
school. Journal of Sport and Exercise Psychology, 29, 154155.
Promoting Intrinsic Motivation
• Freedom to make choices (both in activities
and within lessons)
• “Allow students to choose between either a drive or a
wrist shot in a hockey unit achieves the desired
outcome of having them practice striking skills while
providing them freedom in which striking skill to
practice.”
• Allow students to modify activities: “Providing a choice
of slower moving or larger balls in a handball unit or a
lowered basket in a basketball unit are ways to
increase a youngster's intrinsic motivation to
participate. The most important point is that the
successful outcome”
• Alderman, A., Beighle, A., and Pangrazi, R. (2006). Enhancing
motivation in physical education: promoting intrinsic
motivation, enhancing perceived physical competence, and
creating a mastery-oriented environment will increase
students' enjoyment of physical activity. The Journal of
Physical Education, Recreation & Dance, 77(2), 41.
Choice
• The results revealed that the girls in the
choice group reported more intrinsic
motivation, experienced less external
control, and felt less motivated in the
physical education setting. The authors
reported that these results are supported by
a number of other studies indicating that
students are more motivated and selfdetermined when they think the environment
supports autonomy.
• Johnson, D. (2005). The effect of choice on
motivation. The Journal of Physical
Education, Recreation & Dance, 76(1), 8.
Perceived Physical Competence
• Sense of accomplishment and skill
improvement, not necessarily skill
level (Ali).
• Enough time to practice skills with
an emphasis on quality of movement
(i.e., practicing correctly)
• “Okay, you have one minute to hit the
target 25 times"  quantity over quality.
Better to give an appropriate amount of
time to practice versus trials.
• Emphasizing the outcome of a skill, (e.g., successfully
making a free-throw), decreases a student's willingness to
take risks or perform the skill in the future. For example, a
student who uses proper technique when shooting a
basketball but fails to make the shot might believe that
she performed the skill incorrectly even though the
technical points of the shot were performed correctly.
Instead, stress the technique (e.g., "Nice Barbara, you
kept your elbow in and really followed through. Keep it up,
your shot is looking great").
• Suggest grading based upon technique rather than execution
or a combination of the two.
• Allow students to practice in a scatter formation rather
than a circle to avoid the perception others are watching
them.
Teaching Style
• The student teachers were filmed teaching
three lessons each, adopting a different
teaching style for each. The teaching styles
selected were command/practice, reciprocal
and guided discovery. Results revealed that
the reciprocal and guided discovery styles
resulted in more mastery and less
performance-focused teaching behaviors and
more adaptive cognitive and affective
responses than the command/practice style.
• Morgan, K., & Kingston, K. (2005). Effects of different
teaching styles on the teacher behaviours that
influence motivational climate and pupil? European
Physical Education Review, 11(3), 257-285.
Teaching Styles
• Methods are ways of organizing
and presenting the learning
experiences to children
• Vary your teaching methods to
prevent student boredom
• See styles on next slide
Teaching Style
Description
PE Example
Command
Teacher makes all decisions, like “follow
the leader”
“Side to target” – students turn
sideways preparing to throw
Practice (includes
stations)
Students carry out teacher-prescribed
tasks as modeled while receiving teacher
feedback
Groups of four practice the "dig"
in volleyball. Stations with
different VB skills at each
Reciprocal
Students work in pairs: one performs, the
other provides feedback (may utilize
criteria sheet)
In twos, practice the set shot in
basketball while providing
feedback to partner
Self-Check
Students assess their own performance
against criteria sheet prepared by teacher
Checking off skill cues for each
exercise in a weight training circuit
Task
Students are provided with legitimate
options for skill practice that have a
range of difficulty (low to high)
Choose batting practice off a tee,
tossed from the side, or an
underhand toss. Using hurdles set
at various heights & distances
Guided Discovery
Students answer questions in a series that
lead to the discovery of a concept
(typically movement related)
Pupils try different start positions
for the forward roll in gymnastics.
Problem Solving
(includes synthesis)
Students solve problems or create
programs with assistance from the
teacher, multiple solutions (divergent)
Devising a new cooperative game
within parameters. Devise solution
to “Spider’s Web” project
adventure challenge
Exploration
Students explore concepts or equipment
with less teacher direction
Explore strategies to score a goal
Explore how to use a scarf.
Assessment
• Teacher observation, self-observation,
checklists, peer observation, and event task
were the most commonly used forms of
authentic assessment; portfolio and essay
were the least commonly used techniques.
Public school physical education teachers in
this study perceived that authentic
assessment use enhanced positively the selfconcept, motivation, and skill achievement of
their students.
• Communicate fitness results and grades to parents
•
Mintah, J. (2003). Authentic assessment in physical education:
Prevalence of use and perceived impact on students' self-concept,
motivation, and skill achievement. Measurement in Physical
Education & Exercise Science, 7(3), 161-164.
General Motivational Ideas
Motivation:
• Design activities that will challenge all students.
• Design lessons that students will find meaningful. Give
the students explanations of what they are learning and
how it applies to life outside the school setting (THE
WHY of PE)
• Eliminate changing days if possible (table tennis or yard
games unit for example)
• Rewards (choice of activity, stickers, privilege)
• Provide students with lots of specific feedback.
• “That was a great backhand, you’re awesome!”
• Be caring and accepting of all students. Treat all
students equally regardless of skill level, gender, race,
culture, or socioeconomic status.
• Avoid favoritism
General Motivational Ideas
• Mowling, C., Brock, S., Eiler, K., & Rudsill, M.
(2004). Student motivation in physical education:
Breaking down barriers. The Journal of Physical
Education, Recreation & Dance, 75(6), 40-46.
General Motivational Ideas
Teacher:
• Be enthusiastic about teaching PE
• Avoid public proclamation of the winner
• Avoid “fishbowl” activities
• Avoid situations about personal
competence
• “Last one puts the equipment away”
• Use a variety of teaching strategies and
instructional models to keep class fresh
General Motivational Ideas
Administration
• Administrators often lack the familiarity with
physical education to see it as an important
part of the overall curriculum
• EDUCATE THEM - Invite administrators to observe or
join in with PE classes. Teach them about our
discipline; they control instructional time.
Setting
• Give students opportunities to improve their
own surroundings by designing attractive
bulletin boards, locker rooms, and playing
areas
• Be creative with equipment. Students and
teachers may need to improvise equipment
(e.g., milk containers, soda bottles, sock balls,
dollar store items, panty hose racquets, etc.).
Other Motivational Factors
• Teams (sport ed)
• Social environmental factors included
supportive/non-judgmental classmates
and school athletic facilities
• If the facilities are run-down, it gives the
impression PE is not important.
• Physical activity behaviors of the family
and family encouragement, participation
in out-of-school athletic activities, media,
and social preconceptions
• Hassandra, M., & Goudas, M. (2003). Examining factors
associated with intrinsic motivation in physical education:
A qualitative approach. Psychology of Sport & Exercise,
4(3), 211-213.
Barriers to Motivation
• Humiliation
• Changing
• Sweating (1st period especially)
• Gender appropriateness
(boys=basketball, girls=dance)
• Lack of or non-stylish
clothing/sneakers
•
How can PE overcome these barriers?
•
Papacharisis, V., & Goudas, M. (2003). Perceptions about
exercise and intrinsic motivation of students attending a
health-related physical education program. Perceptual &
Motor Skills, 97(3), 689-696.
Barriers to Motivation
• Intervention for
Overweight/Obese Students
• Determine status – how?
• Intervene – how?
Barriers to Motivation
• There is a noticeable pattern in
student enjoyment of physical
education, as students grow older,
they like PE less, particularly
among females.
• This has been document in countless
research studies
• What may account for this pattern?
• Parish, L, & Treasure, D. (2003). Physical activity and
situational motivation in physical education: influence of
the motivational climate and perceived ability. Research
Quarterly for Exercise & Sport, 74(2), 173-182.