The relationship between intrinsic and external motivation towards lesson implementation and application of physical education content among preservice physical education teachers in Thailand

Luckana Pimjan

doi:10.30918/aerj.84.20.154

Abstract

Accomplished physical education (PE) teachers recognize teachers’ motivation, lesson implementation as well as the application of PE contents. This is because these affect teaching effectiveness in PE class. However, a previous study from Koonsri (2016) found that the teachers lacked motivation and focused on extra money or bonus from their teaching. In addition, because the pre-service PE teachers had poor experiences in teaching and controlling the classes, these issues affected the implementation and integration of the PE contents (Claypan, 2014; Kanchana, 2010). Thus, this study examines the relationship between teachers’ motivation, lesson implementation, and application of PE contents among pre-service PE teachers in Southern Thailand. The instruments regarding teachers’ motivation in terms of intrinsic and external motivation, lesson implementation, and application of PE contents were adopted from Tulyakul (2019). The respondents were 157 pre-service PE teachers in five universities in the border provinces of Southern Thailand. The result shows that there is a relationship between intrinsic and external motivation towards lesson implementation and the application of PE contents among the participants. Finally, there are proposed guidelines for the pre-service PE teachers to adjust and develop their teaching performance to enhance students' achievement in the future

Highlights

The benefits of physical education (PE) have been universally acknowledged and recognized
The instruments regarding teachers’ motivation in terms of intrinsic and external motivation, lesson implementation, and application of PE contents were adopted from Tulyakul (2019)
This study examine the relationship of intrinsic and external motivation toward lesson implementation and the application of physical education contents with preservice physical education teachers in five universities in the border provinces of Southern Thailand

Summary

Introduction

The benefits of physical education (PE) have been universally acknowledged and recognized. Even though every student in Thailand must study the PE subject from kindergarten until the university level, the finding from the survey in 2011 found that only 20% of all children in Thailand exercised regularly (Thailand National Statistical Office, 2012). Perhaps, this issue comes from the low level of teaching effectiveness of PE teachers. The pre-service PE teachers need to do many things during practicum, for example, teaching their classes for around 9-12 hours/week in sports coaching, and preparing the teaching plan, portfolio, and their research to submit to their university

Methods

Results

Discussion

Conclusion