Middle and elementary school students’ changes in self-determined motivation in a basketball unit taught using the Tactical Games Model

2.50
Hdl Handle:
http://hdl.handle.net/10547/622292
Title:
Middle and elementary school students’ changes in self-determined motivation in a basketball unit taught using the Tactical Games Model
Authors:
Harvey, Stephen ( 0000-0002-1854-4108 ) ; Gil-Arias, Alexander ( 0000-0002-5814-1100 ) ; Smith, Megan L.; Smith, Lindsey Rachel
Abstract:
Studies examining student motivation levels suggest that this is a significant factor in students’ engagement in physical education and may be positively affected when teachers employ alternative pedagogical models such as game-centered approaches (GCAs). The aim of this study was to investigate changes in self-determined motivation of students as they participated in a GCA-basketball unit taught using the Tactical Games Model (TGM). Participants were 173 students (84 girls), 79 middle school (45 girls) and 94 (39 girls) elementary school students from four seventh and five fourth/fifth grade co-educational classes. Two teachers taught 32 (middle) and 33 (elementary) level one TGM basketball lessons. Need satisfaction and self-determined motivation data were collected using a previously validated instrument, while lesson context and teacher behavior data were recorded using systematic observation instruments. Repeated measures MANOVAs were employed to examine pre-posttest differences. Results revealed a significant main effect for time in need satisfaction for both middle (relatedness increased) and elementary school students (autonomy decreased) and a significant main effect in self-determined motivation for middle school students only (introjected regulation, external regulation, and amotivation all increased). Approximately 48%/42% (middle/elementary) of lesson time was game play, 22%/22% skill practice, 17%/17% management, and 13%/19% knowledge. The primary teacher behaviors used were instruction, management, specific observation, corrective feedback and modelling. Results indicate that it is important for future research to pay greater attention to the contextual factors associated with the application of the TGM, such as the students’ previous exposure to TGM lessons, and the teachers’ training and experience in utilizing the TGM. Indeed, results of the present study demonstrate that a longer-term commitment to the TGM is necessary to reduce controlling teacher behaviors, which will lead to positive changes in students’ need satisfaction and self-determined motivation. Future research is therefore needed to embrace this challenge to provide an increased evidence-base for GCAs such as the TGM.
Affiliation:
Ohio University; Rey Juan Carlos University; West Virginia University; University of Bedfordshire
Citation:
Harvey S, Gil-Arias A, Smith ML, Smith LR (2017) 'Middle and elementary school students’ changes in self-determined motivation in a basketball unit taught using the Tactical Games Model', Journal of Human Kinetics 59 39-53.
Publisher:
de Gruyter
Journal:
Journal of Human Kinetics
Issue Date:
17-Oct-2017
URI:
http://hdl.handle.net/10547/622292
DOI:
10.1515/hukin-2017-0146
Additional Links:
http://www.johk.pl/files/10078-59-2017-v59-2017-05.pdf
Type:
Article
Language:
en
ISSN:
1899-7562
Appears in Collections:
Sport and physical activity

Full metadata record

DC FieldValue Language
dc.contributor.authorHarvey, Stephenen
dc.contributor.authorGil-Arias, Alexanderen
dc.contributor.authorSmith, Megan L.en
dc.contributor.authorSmith, Lindsey Rachelen
dc.date.accessioned2017-10-18T11:28:28Z-
dc.date.available2017-10-18T11:28:28Z-
dc.date.issued2017-10-17-
dc.identifier.citationHarvey S, Gil-Arias A, Smith ML, Smith LR (2017) 'Middle and elementary school students’ changes in self-determined motivation in a basketball unit taught using the Tactical Games Model', Journal of Human Kinetics 59 39-53.en
dc.identifier.issn1899-7562-
dc.identifier.doi10.1515/hukin-2017-0146-
dc.identifier.urihttp://hdl.handle.net/10547/622292-
dc.description.abstractStudies examining student motivation levels suggest that this is a significant factor in students’ engagement in physical education and may be positively affected when teachers employ alternative pedagogical models such as game-centered approaches (GCAs). The aim of this study was to investigate changes in self-determined motivation of students as they participated in a GCA-basketball unit taught using the Tactical Games Model (TGM). Participants were 173 students (84 girls), 79 middle school (45 girls) and 94 (39 girls) elementary school students from four seventh and five fourth/fifth grade co-educational classes. Two teachers taught 32 (middle) and 33 (elementary) level one TGM basketball lessons. Need satisfaction and self-determined motivation data were collected using a previously validated instrument, while lesson context and teacher behavior data were recorded using systematic observation instruments. Repeated measures MANOVAs were employed to examine pre-posttest differences. Results revealed a significant main effect for time in need satisfaction for both middle (relatedness increased) and elementary school students (autonomy decreased) and a significant main effect in self-determined motivation for middle school students only (introjected regulation, external regulation, and amotivation all increased). Approximately 48%/42% (middle/elementary) of lesson time was game play, 22%/22% skill practice, 17%/17% management, and 13%/19% knowledge. The primary teacher behaviors used were instruction, management, specific observation, corrective feedback and modelling. Results indicate that it is important for future research to pay greater attention to the contextual factors associated with the application of the TGM, such as the students’ previous exposure to TGM lessons, and the teachers’ training and experience in utilizing the TGM. Indeed, results of the present study demonstrate that a longer-term commitment to the TGM is necessary to reduce controlling teacher behaviors, which will lead to positive changes in students’ need satisfaction and self-determined motivation. Future research is therefore needed to embrace this challenge to provide an increased evidence-base for GCAs such as the TGM.en
dc.language.isoenen
dc.publisherde Gruyteren
dc.relation.urlhttp://www.johk.pl/files/10078-59-2017-v59-2017-05.pdf-
dc.rightsGreen - can archive pre-print and post-print or publisher's version/PDF-
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectmotivationen
dc.subjectphysical educationen
dc.titleMiddle and elementary school students’ changes in self-determined motivation in a basketball unit taught using the Tactical Games Modelen
dc.typeArticleen
dc.contributor.departmentOhio Universityen
dc.contributor.departmentRey Juan Carlos Universityen
dc.contributor.departmentWest Virginia Universityen
dc.contributor.departmentUniversity of Bedfordshireen
dc.identifier.journalJournal of Human Kineticsen
dc.date.updated2017-10-18T10:57:23Z-
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