{"id":{"repo_id":"alabama","oai_identifier":"oai:ir.ua.edu:123456789/13805"},"canonical_url":"https://search.dev.ndltd.org/etd/alabama/oai:ir.ua.edu:123456789/13805","repository":{"repo_id":"alabama","name":"University of Alabama","base_url":"https://ir-api.ua.edu/oai/request"},"display":{"title":"An Examination of Motivation within Models Based Practices","abstract":"The focus of this research was to examine the role and function of motivation within models-based practices with physical education (PE). Data were collected through a mixed methods approach, including the Preferred Reporting Items for Systematic reviews and Met-Analyses (PRISMA) protocols for systematic reviews, the systematic observation instrument, The Multidimensional Motivational Comate Observation System (MMCOS), non-participant observations, formal and informal interviews, critical incident reflections, and document analysis. The purpose of study one was to provide a systematic review and synthesis of motivational research within hybrid pedagogical models within the existing literature. Key findings found seventeen studies focusing on motivational research within hybrid pedagogical models revealing that hybrid pedagogical models, generally, promoted an increase of motivation within PE settings. Specifically, when framed using Self-Determination Theory (SDT), and Achievement Goal Theory (AGT), this review showed that empirical evidence largely supports claims that hybrid pedagogical models positively impacts motivational outcomes in PE. The purposes of study two were to (a) describe and examine pre-service teachers (PTs)’ intended motivational goals, and (b) to examine the related teacher-created motivational environment within a Sport Education (SE) season. Results revealed that PTs’ motivational goals change throughout the SE season existing on a spectrum between an empowering mastery climate or an ego-involving performance-based climate. Additionally, results of the teacher- created motivational environment support that of previous findings that measured master- and performance-oriented climates would increase as the season progressed. The aim of study three was to investigate the impact of an intervention program on teachers’ intended motivational goals during a hybrid SE/Teaching Games for Understanding (TGfU) season. Specifically, to (a) examine how creating a mastery climate influences pre-service teachers’ motivational goals throughout the season, and (b) to explore the measured teacher-created motivational climate in the context of the intervention program. Results of this study support that the use of direct clinical supervision can help PTs in the creation of a learning environment that fosters a mastery, autonomy-supportive environment.","abstract_html":"The focus of this research was to examine the role and function of motivation within models-based practices with physical education (PE). Data were collected through a mixed methods approach, including the Preferred Reporting Items for Systematic reviews and Met-Analyses (PRISMA) protocols for systematic reviews, the systematic observation instrument, The Multidimensional Motivational Comate Observation System (MMCOS), non-participant observations, formal and informal interviews, critical incident reflections, and document analysis. The purpose of study one was to provide a systematic review and synthesis of motivational research within hybrid pedagogical models within the existing literature. Key findings found seventeen studies focusing on motivational research within hybrid pedagogical models revealing that hybrid pedagogical models, generally, promoted an increase of motivation within PE settings. Specifically, when framed using Self-Determination Theory (SDT), and Achievement Goal Theory (AGT), this review showed that empirical evidence largely supports claims that hybrid pedagogical models positively impacts motivational outcomes in PE. The purposes of study two were to (a) describe and examine pre-service teachers (PTs)’ intended motivational goals, and (b) to examine the related teacher-created motivational environment within a Sport Education (SE) season. Results revealed that PTs’ motivational goals change throughout the SE season existing on a spectrum between an empowering mastery climate or an ego-involving performance-based climate. Additionally, results of the teacher- created motivational environment support that of previous findings that measured master- and performance-oriented climates would increase as the season progressed. The aim of study three was to investigate the impact of an intervention program on teachers’ intended motivational goals during a hybrid SE/Teaching Games for Understanding (TGfU) season. Specifically, to (a) examine how creating a mastery climate influences pre-service teachers’ motivational goals throughout the season, and (b) to explore the measured teacher-created motivational climate in the context of the intervention program. Results of this study support that the use of direct clinical supervision can help PTs in the creation of a learning environment that fosters a mastery, autonomy-supportive environment.","abstract_has_math":false,"creators":["Dennis, Meghan Elizabeth"],"institution":"University of Alabama Libraries","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Ma, Wenchao","Curtner-Smith, Matthew D.","Woodruff, Elizabeth A.","Esco, Michael R."],"advisors":["Sinelnikov, Oleg A."],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024","date_published":"2024","updated_at":"2026-07-27T18:44:14Z","subjects":["hybridization","models-based practices","motivation","physical education","sport education"],"languages":["en_US","English"],"rights":["All rights reserved by the author unless otherwise indicated."],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["1052760"],"render_values":[{"text":"1052760","href":null,"code":true}]}]},"links":{"outbound_url":"https://ir.ua.edu/handle/123456789/13805","outbound_label":"Repository record","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Ma, Wenchao","Curtner-Smith, Matthew D.","Woodruff, Elizabeth A.","Esco, Michael R."]},{"key":"dc:contributor.advisor","label":"Advisor","values":["Sinelnikov, Oleg A."]},{"key":"dc:creator","label":"Author","values":["Dennis, Meghan Elizabeth"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2024-06-14T17:30:17Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["6/12/2029"]},{"key":"dc:date.issued","label":"Date","values":["2024"]},{"key":"dc:publisher","label":"Institution","values":["University of Alabama Libraries"]},{"key":"dc:type","label":"Dc Type","values":["thesis","text"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["hybridization","models-based practices","motivation","physical education","sport education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:language.iso","label":"Language (ISO)","values":["en_US"]},{"key":"dc:rights","label":"Dc Rights","values":["All rights reserved by the author unless otherwise indicated."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["1052760"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://ir.ua.edu/handle/123456789/13805"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Electronic Thesis or Dissertation"]},{"key":"dc:description.abstract","label":"Abstract","values":["The focus of this research was to examine the role and function of motivation within models-based practices with physical education (PE). Data were collected through a mixed methods approach, including the Preferred Reporting Items for Systematic reviews and Met-Analyses (PRISMA) protocols for systematic reviews, the systematic observation instrument, The Multidimensional Motivational Comate Observation System (MMCOS), non-participant observations, formal and informal interviews, critical incident reflections, and document analysis. The purpose of study one was to provide a systematic review and synthesis of motivational research within hybrid pedagogical models within the existing literature. Key findings found seventeen studies focusing on motivational research within hybrid pedagogical models revealing that hybrid pedagogical models, generally, promoted an increase of motivation within PE settings. Specifically, when framed using Self-Determination Theory (SDT), and Achievement Goal Theory (AGT), this review showed that empirical evidence largely supports claims that hybrid pedagogical models positively impacts motivational outcomes in PE. The purposes of study two were to (a) describe and examine pre-service teachers (PTs)’ intended motivational goals, and (b) to examine the related teacher-created motivational environment within a Sport Education (SE) season. Results revealed that PTs’ motivational goals change throughout the SE season existing on a spectrum between an empowering mastery climate or an ego-involving performance-based climate. Additionally, results of the teacher- created motivational environment support that of previous findings that measured master- and performance-oriented climates would increase as the season progressed. The aim of study three was to investigate the impact of an intervention program on teachers’ intended motivational goals during a hybrid SE/Teaching Games for Understanding (TGfU) season. Specifically, to (a) examine how creating a mastery climate influences pre-service teachers’ motivational goals throughout the season, and (b) to explore the measured teacher-created motivational climate in the context of the intervention program. Results of this study support that the use of direct clinical supervision can help PTs in the creation of a learning environment that fosters a mastery, autonomy-supportive environment."]},{"key":"dc:format.medium","label":"Dc Format Medium","values":["electronic"]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["An Examination of Motivation within Models Based Practices"]}]}],"canonical_facts":{"dc:contributor":["Ma, Wenchao","Curtner-Smith, Matthew D.","Woodruff, Elizabeth A.","Esco, Michael R."],"dc:contributor.advisor":["Sinelnikov, Oleg A."],"dc:creator":["Dennis, Meghan Elizabeth"],"dc:date.accessioned":["2024-06-14T17:30:17Z"],"dc:date.available":["6/12/2029"],"dc:date.issued":["2024"],"dc:description":["Electronic Thesis or Dissertation"],"dc:description.abstract":["The focus of this research was to examine the role and function of motivation within models-based practices with physical education (PE). Data were collected through a mixed methods approach, including the Preferred Reporting Items for Systematic reviews and Met-Analyses (PRISMA) protocols for systematic reviews, the systematic observation instrument, The Multidimensional Motivational Comate Observation System (MMCOS), non-participant observations, formal and informal interviews, critical incident reflections, and document analysis. The purpose of study one was to provide a systematic review and synthesis of motivational research within hybrid pedagogical models within the existing literature. Key findings found seventeen studies focusing on motivational research within hybrid pedagogical models revealing that hybrid pedagogical models, generally, promoted an increase of motivation within PE settings. Specifically, when framed using Self-Determination Theory (SDT), and Achievement Goal Theory (AGT), this review showed that empirical evidence largely supports claims that hybrid pedagogical models positively impacts motivational outcomes in PE. The purposes of study two were to (a) describe and examine pre-service teachers (PTs)’ intended motivational goals, and (b) to examine the related teacher-created motivational environment within a Sport Education (SE) season. Results revealed that PTs’ motivational goals change throughout the SE season existing on a spectrum between an empowering mastery climate or an ego-involving performance-based climate. Additionally, results of the teacher- created motivational environment support that of previous findings that measured master- and performance-oriented climates would increase as the season progressed. The aim of study three was to investigate the impact of an intervention program on teachers’ intended motivational goals during a hybrid SE/Teaching Games for Understanding (TGfU) season. Specifically, to (a) examine how creating a mastery climate influences pre-service teachers’ motivational goals throughout the season, and (b) to explore the measured teacher-created motivational climate in the context of the intervention program. Results of this study support that the use of direct clinical supervision can help PTs in the creation of a learning environment that fosters a mastery, autonomy-supportive environment."],"dc:format.medium":["electronic"],"dc:format.mimetype":["application/pdf"],"dc:identifier.other":["1052760"],"dc:identifier.uri":["https://ir.ua.edu/handle/123456789/13805"],"dc:language":["English"],"dc:language.iso":["en_US"],"dc:publisher":["University of Alabama Libraries"],"dc:rights":["All rights reserved by the author unless otherwise indicated."],"dc:subject":["hybridization","models-based practices","motivation","physical education","sport education"],"dc:title":["An Examination of Motivation within Models Based Practices"],"dc:type":["thesis","text"]},"updated_at":"2026-07-27T18:44:14Z"}