Providing students with voice and choice: lessons from intervention research on autonomy-supportive climates in physical education |
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Authors: | Peter A Hastie Mary E Rudisill Danielle D Wadsworth |
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Institution: | 1. Auburn University , USA hastipe@auburn.edu;3. Auburn University , USA |
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Abstract: | This article examines the latest thinking about autonomy-supportive climates within physical education. The basis for the inclusion of these climates are self-determination and achievement goal theories which suggest that a teacher's motivating style towards students can be conceptualised along a continuum that ranges from highly controlling to highly autonomy supportive. In general, autonomy-supportive teachers facilitate, whereas controlling teachers interfere with, the congruence between students' self-determined inner motives and their classroom activity. Drawing upon research involving interventions at pre-school, primary and secondary school levels, the paper examines how 27 studies that demonstrate providing pupils with opportunities to become self-directed leads to higher levels skill attainment, physical activity and perceived competence. Implications for curriculum, pedagogy and assessment are addressed and directions for future research are noted. |
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Keywords: | Physical education Motivational climates Autonomy support Self-direction Teaching |
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