Change in Affect and Needs Satisfaction for Amotivated Students within the Sport Education Model.

By Dana Perlman. 2010

115 citations recorded by the source corpus.

The purpose of this study is to examine the influence of the Sport Education Model (SEM) on amotivated students affect and needs satisfaction. 78 amotivated students from an original pool of 1,176 students enrolled in one of 32 physical education classes. Classes were randomly assigned to either the SEM (N = 16) or traditional class (N = 16). Data were collected using a pretest/posttest design measuring affect (enjoyment) and needs satisfaction. Analysis of data used repeated-measures ANOVAs to examine differences. Results indicated significant changes in amotivated student’s perceptions of enjoyment and relatedness satisfaction within the SEM.

Subfields: Developmental and Educational Psychology, Physical Therapy, Sports Therapy and Rehabilitation, Social Psychology

View Paper: https://www.semanticscholar.org/paper/2a480ae3be75172216ab4c594b7d10d68e03df64

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In Developmental and Educational Psychology

In Physical Therapy, Sports Therapy and Rehabilitation

In Social Psychology

Citations in the corpus

A review of research on Sport Education: 2004 to the present (2011, background): “European Journal of Sport Science USA Vidoni and Ward (2009) Examined the effects of fair play instruction on student social skills during SE.”
Self-determination theory in physical education: A systematic review of qualitative studies (2020, unknown): “In terms of gameplay specifically, there was a noticeable separation between motivated and amotivated students, where field notes confirmed that the highly motivated students dominated (Perlman, 2010).”
Motivational processes in Sport Education programs among high school students (2018, unknown): “Ninth grade (aged 14–15) was the most frequently studied grade level, included in more than half of the studies and exclusively in seven studies (Perlman, 2010, 2011, 2012a; Perlman and Caputi, 2017; Sinelnikov and Hastie, 2010; Smither and Zhu, 2011; Wallhead and Ntoumanis, 2004).”
The impact of nonlinear pedagogy on physical education teacher education students’ intrinsic motivation (2016, methodology): “…needs and intrinsically motivated behaviours (Goudas et al. 1995; Griffin, Oslin, and Mitchell 1995; Wallhead and Ntoumanis 2004; Spittle and Byrne 2009; Jones, Marshall, and Peters 2010; Perlman 2010, 2011; Perlman and Goc Karp 2010; Sinelnikov and Hastie 2010; McNeill, Fry, and Hairil 2011).”