Autonomy support, motivational climate, enjoyment and perceived competence in physical education. Impact of a hybrid teaching games for understanding/sport education unit.

Autor/inn/en	Gil-Arias, Alexander; Claver, Fernando; Práxedes, Alba; Villar, Fernando del; Harvey, Stephen
Titel	Autonomy support, motivational climate, enjoyment and perceived competence in physical education. Impact of a hybrid teaching games for understanding/sport education unit. Gefälligkeitsübersetzung: Autonomieunterstützung, motivationales Klima, Freude und wahrgenommene Kompetenz im Sportunterricht. Der Einfluss einer gemischten Einheit aus Teaching Games for Unterstanding und Sport Education.
Quelle	In: European physical education review, 26 (2020) 1, S. 36-53Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1356-336X; 1741-2749
DOI	10.1177/1356336X18816997
Schlagwörter	Kompetenz; Vergleichsuntersuchung; Freude; Selbstständigkeit; Lehrerverhalten; Lernbedingungen; Lernmotivation; Gruppenarbeit; Schülerorientierter Unterricht; Unterrichtsgestaltung; Unterrichtsmethode; Unterrichtsmodell; Unterrichtsreihe; Fachdidaktik; Sportpädagogik; Sportunterricht; Effektivität
Abstract	The purpose of the study was to investigate the impact of a hybrid teaching games for understanding (TGfU) and sport education (SE) physical education unit on autonomy support, perceived motivational climate, enjoyment and perceived competence, in comparison to a unit delivered via a traditional direct instruction model. A crossover design was utilized. Participants were 55 students divided into two groups. One group experienced a hybrid TGfU/SE unit first, followed by a unit of direct instruction. A second group experienced the units in the opposite order. The hybrid unit was designed according to the characteristics of SE (e.g. formal competition, seasons, team identity, roles, etc.) and learning tasks were designed to integrate the pedagogical principles of TGfU. Dependent variables were measured using validated questionnaires. Results showed that regardless of the order of intervention, students in the two groups reported significantly higher mean scores in interest in athletes' input, praise for autonomous behavior, perceived competence, and enjoyment when they were taught using the hybrid TGfU/SE unit. The results demonstrate some initial evidence that a teacher's employment of a hybrid TGfU/SE unit can encourage students to assume responsibilities and make independent decisions, which leads to them reporting greater enjoyment and perceived competence when compared to physical education lessons delivered via a traditional direct instruction model. (Autor).
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2020/4