Browsing by Subject "motivaatioilmasto"

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.

Objectives. The aim of this study was to examine the motivation, goal orientation and perceived motivational climate of figure skating exercises and physical education. In addition, was examined how motivation, especially intrinsic motivation, goal orientation and perceived motivational climate, are connect to each other. Previous studies have shown that intrinsic motivation has a positive connection to figure skaters task orientation and a task-oriented motivational climate. The aim of the study is to strengthen the results of previous studies and to increase information on the motivation of young people in physical education and figure skating practice. Methods. The data collection was carried out through an online survey in December 2020. A total of 182 figure skaters from all over Finland responded to the survey. The goal orientation was measured by the children's version of the Perception of Succes Questionnaire (POQS) (Roberts, Treasure & Balague,1998), motivation was measured by Sport Motivation Scale 2 (Pelletier, Rocchi, Vallerand, Deci & Ryan, 2013) and perceived motivational climate was measured with validated scale by Soini, Liukkonen and Jaakkola (2004). The data was analyzed using the SPSS computer program by using factor analysis, Cronbach alpha value, correlation factors and t-test. Results and conclusions. The motivation of figure skaters was very high. Intrinsic motivation was higher in figure skating than in physical education. There were more task-oriented than ego-oriented, and the most perceived motivational climate was task-oriented. Intrinsic motivation was connected to the task orientation and task-oriented motivational climate in physical education and figure skating exercises. Task-oriented goal orientation and motivational climate have the greatest impact on the development of intrinsic motivation. The ego orientation was linked to extrinsic motivation and the ego-oriented climate. In other words, action that increase ego orientation in physical activity weaken the emergence of intrinsic motivation. Teachers and coaches can support the development of intrinsic motivation by promoting task-oriented goal orientation and motivational climate in action.