pet 735 harvey presentation week 4

WEST VIRGINIA UNIVERSITYCOLLEGE OF PHYSICAL ACTIVITY AND SPORT SCIENCES

VAN DEN BERGHE, L., VANSTEENKISTE, M., CARDON, G., KIRK, D., &HAERENS. L. (2014). RESEARCH ON SELF-DETERMINATION IN PHYSICALEDUCATION: KEY FINDINGS AND PROPOSALS FOR FUTURE RESEARCH. PHYSICALEDUCATION AND SPORT PEDAGOGY, 19, 97-121.

Dr. Stephen Harvey


INSTANT ACTIVITY

• BOP IT COMPETITON

• X vs. Y• A vs. B• C vs. D• W vs. D


DEFINITIONS (FROM SOLOMON, 2003)

• Attitude– Powerful influences on decisions we make concerning

our lives

• Cognition– Used interchangeably with thought processes– “The act or process or knowing including both

awareness and judgment” – Webster’s Seventh New Collegiate Dictionary

• Motivation– Complex, multifaceted construct– Dispositions, social variables, and/or cognitions that

give purpose and direction for a behavior


THEORETICAL FRAMEWORKS(FROM SOLOMON, 2003)

• Cognitive Mediation– 3rd step added to process-product paradigm– Recognized what students do in class is a mediating

factor between what teachers do and what students learn

• Constructivism– Students are active agents in their learning– Knowledge is not transmitted from teacher to learner

• Learner constructs knowledge through on his/her interpretation based on previous experience


SDT IN A NUTSHELL

Intrinsic Integrated Identified Introjected External Amotivation


QUESTIONNAIRE RESULTS


PURPOSE

• the available research base will be systematically reviewed from four different angles, that is, depending on:1. which portion of the theory that was

examined;

2. the design and method used;

3. The type of outcome being studied, and;

4. the number and type of PE-related contextual factors being included.


BACKGROUND & SIGNIFICANCE

• Given that the pedagogical value of SDT for the practice of physical education has been illustrated (Sun and Chen 2010), and the number of studies applying SDT in the context of physical education has increased over time, the present review has the aim to formulate suggestions on how to move this line of research forward


METHODS & ANALYSIS


METHODS & ANALYSIS

• Relationships in sequence• Research Design• Outcome variables• Contextual Factors


FINDINGS

• Each pair/individual will take one section of results each and present back key finding(s)


FINDINGS


CONCLUSIONS/IMPLICATIONS

• Teachers can foster more optimal forms of motivation when they manage to nurture students’ basic psychological needs through the provision of autonomy support, by teaching in a well-structured fashion and by being involved

• The cross-sectional and longitudinal studies included in this review confirmed the relationships of the motivational sequence among different samples of students in the context of physical education


CONCLUSIONS/IMPLICATIONS

• The results of the review also revealed that the target population of research was primarily students rather than teachers and that student-related contextual factors were more frequently mentioned than teacher-related contextual factors

• As suggested by Sun and Chen (2010), there is an urgent need to demonstrate that there are connections between self-determined motivation and student learning in physical education

• Contextual factors rarely described


WHAT DID THIS MEAN TO ME?

• I was not surprised by the lack of ‘intervention’ research or the lack of contextual information

• Too many armchair psychologists and not enough PEDGOGOGISTS like me working in this area

• I will use this as a reviewer of papers• And in the design of my studies as a developing

line of research• It shows me we still have a lot of work to do in

this area


QUESTIONS?PROMPTS…

pet 735 harvey presentation week 4

Education

sport sciencesexamined2

sport pedagogy

lack ofintervention

adeveloping line of

proposals forfuture

available research base

learning knowledge

constructivism students