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

How to teach physical education? This course answers the core question of Physical Education. This lecture includes: Motivation Theories, Maslow, Hierarchy of Needs, Physiological, Self-Actualization, Physical Educator, Social Learning, Efficacy Expectation, Emotional Arousal, Inverted U Theory

Typology: Slides

2012/2013

Uploaded on 09/02/2013

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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