Author : Alexander Knowles
Publisher :
ISBN 13 : 9781321894455
Total Pages : 57 pages
Book Rating : 4.8/5 (944 download)
Book Synopsis The Effect of Sport Education on Extra-curricular Sport Participation by : Alexander Knowles
Download or read book The Effect of Sport Education on Extra-curricular Sport Participation written by Alexander Knowles and published by . This book was released on 2015 with total page 57 pages. Available in PDF, EPUB and Kindle. Book excerpt: Background. Research indicates that increasing young people's levels of physical activity yields immediate and long-term health benefits, including weight control and the management of obesity (Raitakari, Porkka, Taimela et al., 1994). This health-related discourse regarding the prevention and treatment of obesity has created a renewed focus on physical education (PE) as a potential agent of change for increasing youth physical activity (NASPE, 2004). Unfortunately, research that has specifically examined the effect of PE curricula on the promotion of extra-curricular youth physical activity participation is lacking and warrants further attention (Shen, McCaughtry & Martin, 2007). Sport Education (SE) is a curriculum model which has been shown to increase student motivation in physical education (Wallhead, Garn & Vidoni, 2014). The Trans-Contextual Model of motivation (TCM) is a multi-theory model of motivation that specifies the processes by which motivation within PE context is transferred into a leisure-time physical activity context (Hagger et al., 2003). The model draws from two prominent theories of motivation; self-determination theory (Deci & Ryan, 2000) and the theory of planned behavior (Ajzen, 1985). The purpose of this study was to use the TCM to examine the effect of SE in physical education on students' motivation to participate in a voluntary extra-curricular lunch recess sport club. Methodology. The study adopted a qualitative multiple case study design (Yin, 2009) using twelve 6th grade students and their teacher from two intact co-educational PE classes. The intervention lasted 10 weeks and was comprised of two consecutive sports-based physical education units (tag rugby and team handball). One class was randomly assigned to be taught using SE, whilst the other class was taught using a traditional skill-based teaching approach. All participants had the opportunity to participate in a twice weekly, voluntary lunch recess sport club which replicated the sports from the curriculum. Data sources for this study included semi-structured individual and focus group interviews as well as observation notes of the twelve students during the physical education curriculum and lunch recess sport club contexts. Strategies used to ensure trustworthiness of the data including constant comparison of different data sources and peer debriefing. Results. Deductive analysis of interviews from the SE intervention revealed that the model was effective in satisfying all three basic psychological needs. Both males and females from the SE group reported the model fostering increased perceptions of competence, autonomy and relatedness. Students from the traditional group, reported development of perceptions of competence, however, themes of autonomy and relatedness satisfaction were not apparent. The male students participated regularly in the lunch recess sport club, yet no females attended. Gender and subjective norm evaluation were powerful influences on participation in the lunch recess sport club context. Females highlighted the need to socialize with female friends at lunch recess and the sport-based activities offered were not viewed as a suitable modality to achieve these social goals. Females also viewed the team sport activities offered as more suitable for males and this attitude dimension seems to have been a contributory factor to their lack of participation. Discussion/Conclusions. These findings provide some support for the recommendation that PE teachers use autonomy-supportive curricular models, such as SE, when presenting sport-based physical activities to students (Hagger et al., 2003). Findings confirm previous research that SE is effective at satisfying many of basic psychological needs (Perlman & Goc Karp, 2010). The transfer of positive motivation to an aligned extra-curricular physical activity context is more complex. These extra-curricular contexts must be designed around activities that are viewed by participants as gender-inclusive and supportive of psychological needs.
