Making physical education meaningful for girls: Translating theory to practice
Abstract
The purpose of this paper is to discuss the phases in a formative research process used to develop a resource manual to support teachers in their efforts to assist female students to find more meaning in physical education. Concepts drawn from the self-determination theory of motivation (Deci & Ryan, 1985, 2000) provided the theoretical framework for the manual. This theory suggests that motivation to engage in a particular behaviour is influenced by an individual's need for autonomy, competence, and relatedness. The authors describe how these concepts were used to help physical education teachers identify and utilize a wide range of curriculum actions and instructional strategies to address the motivational needs of their female students. The authors include extracts of how teachers are currently using the manual to document their practice and change in practice.
Cet article aborde les diverses étapes d'un processus de recherche formative ayant servi à mettre au point un guide pour appuyer les efforts des enseignantes et des enseignants qui désirent intéresser davantage les filles à l'éducation physique et les motiver à participer pleinement. Le cadre théorique du manuel s'inspire des concepts clés de la théorie motivationnelle axée sur l'auto-détermination (Deci et Ryan, 1985, 2000) selon laquelle la motivation à s'adonner à un comportement quelconque est influencé par le besoin d'autonomie, de compétence et de rapprochement qui anime la personne. Les auteures décrivent en quoi ces concepts ont aidé les enseignantes et les enseignants d'éducation physique à identifier et utiliser toute une gamme de mesures et de stratégies éducatives pour répondre aux besoins motivationnels des étudiantes. L'article renferme aussi des extraits qui expliquent en quoi les enseignantes et les enseignants utilisent maintenant le guide pour documenter et modifier leurs pratiques.
Downloads
Additional Files
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-Share Alike 2.5 Canada License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) after publication, while providing bibliographic details that credit PHENex (See The Effect of Open Access).