Student and Teacher Responses to a High Autonomy Climate in Physical Education within a Sport Education Season
Keywords:
Pedagogical, Jump Rope, MotivationAbstract
The purpose of this study was to examine students' perceptions of a high autonomy version of Sport Education in which the needs of autonomy, competence and relatedness were deliberately structured. The participants in this study were 48 grade four students and their teachers from two elementary schools in the rural southern United States. The season plan followed an "event model" competition format (Siedentop, Hastie & van der Mars, 2011) in which the students interspersed practicing jump rope skills with competitions that counted for team points. The season was designed to promote the six features of the TARGET intervention particularly "authority" (where students are given curriculum choices), and "time" (where students were able to make decisions about how to best spend their time engaged in these activities (see Ames, 1992). Through the use of student and teacher interviews, results from this study show that when a Sport Education unit is combined with the structures of a TARGET intervention, students' perceptions of their competence and feelings of autonomy can be enhanced.
Le but de cette étude était d'examiner les perceptions des étudiants dans une version de grande autonomie de l'Éducation du Sport dans lequel les besoins d'autonomie, de compétence et de milieu semblable ont été délibérément structurés. Les participants à cette étude étaient de 48 élèves de 4e année et leurs enseignants provenant deux écoles primaires dans le sud rural des États-Unis. Le plan de la saison faisait suite à un modèle d'événement de format compétitif (Siedentop, Hastie & van der Mars, 2011) dans lequel les étudiants dispersés pratiquent des aptitudes corde à danser avec des compétitions officielles. La saison a été conçu pour promouvoir les six caractéristiques de l'intervention TARGET (Ames, 1992). Grâce à l'utilisation d'entrevues avec les élèves et les enseignants, les résultats de cette étude montrent que quand une unité d'éducation sportive est combiné avec les structures d'une intervention cible, les besoins psycho-sociaux du milieu, la compétence et l'autonomie peut être pris en charge.
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