The effects of a self assessment programme on pupil motivation and learning in primary physical education.
Ridout, Mark Alexander
University of Wales Institute, Cardiff.
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This study investigated the effects of a self check teaching method incorporated with structured child self assessment on children's understanding of football skills and their satisfaction and intrinsic motivation to learn football in Physical Education lessons. The study also examined how the self check teaching method and child self assessment would influence the pupil's responses to lesson structures that impact upon motivational climate in Physical Education lesson. A total of 58 male and female primary school children were involved in the study over a period of twelve weeks. Twenty nine children experienced the existing football teaching programme (non self assessment group) over a six week period. Subsequently twenty nine children participated in the infervention programme (self assessment group) for six weeks, which implemented Mosston & Ashworth's (2002) self check teaching style and structured self assessment with the existing teaching programme. Semi structured interviews were used at the end of each 6 week period to establish children's understanding of football skills, satisfaction, intrinsic motivation and perceptions of the motivational climate. Qualitative data revealed that in this study the self assessnent group gained greater satisfaction, had more intrinsic motivation as well as a better understanding of football skills as a result of experiencing a self check teaching style with structured child self assessment. The data from self assessment group also suggested that they were mastery involved whilst the non self assessment group revealed aspects of both mastery and ego involvement. These findings are discussed with regard to the implications for teachers of physical education.
MSc Coaching Science Thesis
- Masters Degrees (Sport) 
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