Motivation Theories - Teaching Physical Education I - Lecture Slides, Slides of Physical Education and Motor Learning

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Motivation Theories

Maslow: Need for achievement

• Hierarchy of needs: Physiological,

safety, love, esteem, self-actualization‟

• Must attain the lower order needs

before next higher can be activated

• How can the physical educator help

students meet their hierarchy of needs?

Expectations differ based on:

• Level of task perceived possible (do the students think this is at their level of ability?)
• Has the student had success in a previous similar situation? (positive transfer?)
• Strength of expectations even though there may be somewhat negative previous experiences

• Students with high expectations will try

new activities & expend more effort

• If the outcome is viewed as positive,

more likely to try it out

• If perceived unable to do it, won‟t try

even if the outcome is fun or positive

Attribution theory

• Success attributed to internal causes increases self-esteem and motivation
• Success attributed to external causes has no effect on self-esteem
• Success with minimal effort yields strong sense of ability
• Success through challenge yields stronger self-efficacy

• Students who think failure is due to a lack of ability that they can‟t change or alter are „learned helpless‟ - “controllable events” are uncontrollable - If failure experienced in previous situation, won‟t try because it‟s a “lost cause”
• See questions to help identify learned helpless students in text, pg. 348

• Step 3: Focus on progress rather than

end result. (Student needs to see that

effort resulted in progress)

• Step 4: Once skills are learned (or

improving), student should be helped to

attribute success to effort and ability

rather than luck.

• If failure occurs, help student attribute

failure to poor learning strategy rather

than ability

Self-fulfilling prophecy

• Students perform at level of teacher‟s expectations - On what do you form your expectations? - High skilled vs. low skilled? - Male vs. female students? - Type of activity and who it stereotypes? - Attractive students and those who “try” - Obese vs. thin students?
• Low skilled students who internalize low teacher expectations= learned helpless

• Examine: what do teachers do

intentionally or unintentionally to

disinvite students to learn?

• How can we invite students to learn?

Discipline

• A good learning environment is key to a

discipline plan

• Teachers need to know when to be an

authoritarian, when to be permissive,

and when to take the middle road

• Also need to know what battles to pick

Preventative Discipline

• Inviting students to succeed
  • Believe in them
  • Teach students, not the lesson plan or a particular sport/activity
  • Praise students sincerely
  • Listen actively
    • You can‟t always fix it, but respond to feelings
  • Have a relevant curriculum

Your discipline model

• Whatever happens requires determining why a specific behavior has occurred - Without a problem may improve immediately, but it won‟t be resolved
• Behaviors that are to be increased should be reinforced, behaviors to be decreased should be punished - Verbal positive reinforcers, non-verbal reinforcers

Appropriate Discipline

• Wait aggressively
• Rules/consequences
• Individual conference
• Loss of privileges
• Time out
• Administrative assistance
• Mediation

Inappropriate Discipline

• Coercion
• Corporal punishment
• Ridicule
• Exercise as punishment
• Group punishment