Browsing by Author "Poranen, Tiina"

Previous studies have shown that physical activity of children and adolescents is decreasing. The task of school physical education (PE) is to support the growth of a physically active lifestyle and to provide positive experiences of exercise, in which case physical activities would also be transferred to leisure activities. A teacher’s pedagogical choices are linked to the formation of a favorable motivational climate in PE. The motivational climate has also relationship with students` motivation, enjoyment, well-being, and perceived competence. Therefore, it is important to map PE teachers’ perceptions of the motivational climate and a connection between a teacher's activities and the favorable motivational climate. The aim of this study was to investigate the motivational climate of PE from the perspective of PE teachers. The target was also to find out perceptions and practical solutions to support the favorable motivational climate in PE. The study was conducted using qualitative research methods. The research data consisted of essays and semi-structured interviews by seven physical education teachers. The data was analyzed by using phenomenographic analysis and content analysis. Physical education teachers divided perceptions of the motivational climate into the atmosphere and goal orientation during the lesson. The teacher's ways of working, a student, a student group, and a learning environment were seen to be related to the formation of a motivational climate. The importance of the motivational climate in the planning of PE teaching was reflected in the consideration of the heterogeneity of the student group, in the choice of contents and methods, and supporting task orientation. The favorable motivational climate in practical teaching situations was supported by teachers verbal approaches, their own attitudes, creating an inspiring learning environment, supporting student`s self-determination and goal orientation, as well as observation and response. According to PE teachers, the favorable motivational climate is related to quality of motivation, enjoyment, participation and trying in PE classes, as well as social relatedness of the student group. This study highlights the teacher’s perspective on the motivational climate and provides practical solutions to support a favorable motivational climate in PE.