Developing Physical Literacy and Self-Efficacy: Supporting Student Autonomy in High School Physical Education Through Assessment

This study addresses concerns surrounding the decline in engagement in optional physical education programs. To enhance student engagement, the study aimed to align physical education courses with principles of self-determination theory, focusing on the role of competence in supporting autonomy. The intervention involved the assessment of competence through various fitness tests. Particular instruments, such as the Vertical Jump and 30 Meter Sprint Tests observed high levels of student preference and perceived significance. Interestingly, while the Multistage Fitness Test was identified by students as a reliable indicator of physical fitness, it garnered limited student selection. Additionally, the study incorporated movements from the Functional Movement ScreenTM to cultivate student awareness of common movement pattern intricacies. While specific movement recommendations are not outlined, the findings underscore several noteworthy considerations. Notably, various factors influence student choices in student-selected fitness assessments, and purpose-driven fitness assessments can contribute to student motivation. The study's insights provide valuable guidance for structuring physical education programs to foster engagement and autonomy among students. Lastly, this study highlights the potential of alternative methods such as co-teaching and amalgamation to deliver responsive and differentiated physical education instruction, addressing resource limitations, and promoting enhanced student engagement and skill development.

Author dc:creator

• Taylor, Matt

Advisor dc:contributor.advisor

• MacLeod, Kevin

• School of education and technology

Language dc:language.iso

en_US

Identifier URI

https://doi.org/10.25316/IR-19259

OAI identifier oai:identifier

oai:null:10613/27587