Abstract
The purpose of physical education (PE) in both Norway and Denmark is that PE should inspire to a lifelong active lifestyle. Based on the self-determination theory, the aim of the present study was to compare students’ intrinsic motivation, extrinsic motivation, and perceived competence in a lifestyle sport inspired PE-lesson (disc golf) to a traditional PE-lesson (soccer) and general PE. In addition, we aimed to investigate whether differences in motivation and perceived competence was conditional of the students´ relative attitude toward PE. The result of the study revealed that perceived competence was higher in the disc golf-lesson compared to the soccer-lesson and general PE. No overall differences in intrinsic motivation were found. However, when investigating differences in intrinsic motivation according to the students´ relative attitude toward PE, the results indicated that the students with a negative attitude toward PE was significantly more intrinsically motivated in disc golf-lesson compared to soccer-lesson and general PE. The findings may be seen as preliminary recommendations to physical educators to vary the activity choices in physical education classes. (Published: 26 September, 2017) Citation: K. Vernegaard. “Students’ motivation in a disc golf-lesson and a soccer-lesson: An experimental study in the Physical Education setting”. Journal for Research in Arts and Sports Education, Vol. 1, 2017, pp. 32–46. http://dx.doi.org/10.23865/jased.v1.629
Highlights
One of the purposes of physical education (PE) in both Norway and Denmark is that PE should inspire to a lifelong active lifestyle (Utdanningsdirektoratet, 2016; Ministeriet for Børn og Ligestilling, 2016) and the enhancement of young individuals’ predispositions toward lifelong participation in sport and physical2017 K
Chatzisarantis and Hagger (2009) identified a positive relationship between autonomous motivation in a PE-setting and intention to be active in leisure time, while a study from Bagøien, Halvari and Nesheim (2010) indicated that motivation in the PE-domain has the potential to be transformed into both intention and motivation in leisure time activity
Findings from this study indicated that including a new and different activity increased perceived competence in students, compared to general PE and traditional activity
Summary
One of the purposes of physical education (PE) in both Norway and Denmark is that PE should inspire to a lifelong active lifestyle (Utdanningsdirektoratet, 2016; Ministeriet for Børn og Ligestilling, 2016) and the enhancement of young individuals’ predispositions toward lifelong participation in sport and physical2017 K. Students’ motivation in a disc golf-lesson and a soccer-lesson activity has typically been justified in terms of a taken-for-granted role of physical education in health promotion (Cale, 2000; Shephard & Trudeau, 2010). Chatzisarantis, Biddle, and Meek (1997) revealed that the degree to which students are intrinsically motivated in PE acts as a predictor of leisure-time physical activity intentions and subsequent leisure time physical activity behavior. Integrating the self-determination theory (Deci & Ryan, 1985) in PE, a relationship between students’ intention to remain physically active past graduation and intrinsic motivation was discovered (Moreno-Murcia, Huéscar, & Cervelló, 2012; Stanley, Cumming, Standage, & Duda, 2012; Standage et al, 2003). Chatzisarantis and Hagger (2009) identified a positive relationship between autonomous motivation in a PE-setting and intention to be active in leisure time, while a study from Bagøien, Halvari and Nesheim (2010) indicated that motivation in the PE-domain has the potential to be transformed into both intention and motivation in leisure time activity
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