Student teachers perceptions on how they create a learning environment that motivates their pupils in Physical Education.
Author
Strickland, Charlotte
Date
2014Type
Thesis
Publisher
Cardiff Metropolitan University
Metadata
Show full item recordAbstract
This study investigated how student teachers motivate their pupils in Physical
Education (PE) through manipulation of the motivational climate, as detailed in the
work of Ames (1992). The two climates that are used in the current study are
mastery and performance. Previous research (Koka & Hein, 2003; Weigand &
Burton, 2000; Morgan & Carpenter, 2002; Escarti & Gutiérrez, 2001) has looked at
motivation in the classroom from a pupils’ perspective. Therefore, the rationale for
this study was to look at motivation from a student teachers’ perspective. The
participants were six student teachers who were undertaking a Postgraduate
Certificate of Education (PGCE) course in secondary PE. Individual semi-structured
interviews were conducted with each participant. The key topics covered within the
interview were motivational climate, importance of the mastery climate, the learning
environment, and effective and empowering teaching. The results revealed that to
create an effective learning environment, teachers should look to optimise the
mastery climate to enhance pupils’ motivation and the student teachers stated that
they favoured a mastery climate and tried to incorporate this into their teaching
where possible. Furthermore, the results suggested that empowerment holds
importance in terms of motivating pupils and seems to coincide with a mastery
climate. These findings have valuable implications for PE teachers because although
the importance of the mastery climate is highlighted, it became apparent that it was
impossible to abandon the performance climate completely in PE
Description
DEGREE OF BACHELOR OF SCIENCE (HONOURS)
SPORT AND PHYSICAL EDUCATION
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