Abstract
Teachers’ motivational strategies play a significant role in shaping pupils’ learning, attainment and the quality of their experiences in physical education (Morgan, 2017; Reeve, 2009; Vallerand and Losier, 1999). Motivated pupils typically try hard, concentrate, persist in the face of difficulty, demonstrate a positive attitude and enjoy the activities (Ames, 1992). Given the vital role of physical education in promoting lifelong physical activity, your aim as a physical education teacher is to encourage such responses in all pupils. This is a difficult challenge however as there are probably no other school subjects that generate such contrasting motivational responses as physical education (Biddle, 2001). For some pupils, it is the highlight of their day, whereas others perceive it as a major source of stress and anxiety. Such varied attitudes are the result of a number of factors, including family background, peers, past experience, school ethos and you, the physical education teacher. Some of these factors are outside your control, but those you are able to manage directly are the content, your teaching approaches and motivational strategies. The aims of this chapter are to introduce the role of motivation in promoting pupils’ learning, identify different types of motivation and motivational theories and suggest teaching approaches that facilitate the development of an effective motivational climate that enhances intrinsic motivation for physical activity
Original language | English |
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Title of host publication | Learning to Teach Physical Education in the Secondary School |
Publisher | Routledge |
Pages | 183-198 |
Edition | 5th |
ISBN (Electronic) | 978-0-429-26443-6 |
ISBN (Print) | 978-0-367-20961-2, 978-0-367-20962-9 |
Publication status | Published - 2020 |