An Examination of Motivation within Models Based Practices

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.

Grantor dc:publisher

University of Alabama Libraries

Year dc:date.issued

2024

Author dc:creator

• Dennis, Meghan Elizabeth

Advisor dc:contributor.advisor

• Sinelnikov, Oleg A.

Contributors dc:contributor

• Ma, Wenchao
• Curtner-Smith, Matthew D.
• Woodruff, Elizabeth A.
• Esco, Michael R.

• hybridization
• models-based practices
• motivation
• physical education
• sport education

Statement dc:rights

• All rights reserved by the author unless otherwise indicated.

Language dc:language.iso

en_US, English

Dc Identifier Other

1052760

OAI identifier oai:identifier

oai:ir.ua.edu:123456789/13805