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Motivationsklimatets betydelse vid undervisning av lagbollsport
Karlstad University, Faculty of Health, Science and Technology (starting 2013).
2016 (Swedish)Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
The importance of motivational climate in teaching team ball games (English)
Abstract [sv]

Bakgrund: Lagbollsport i idrottsundervisningen har kritiserats för att likna föreningslivets resultatorienterade sätt att bedriva den. Något jag märkte när jag gjorde min idrottslärarpraktik var att många elever inte blev delaktiga under lektionerna då lagbollsport utövades. Kan man som idrottslärare genom att påverka motivationsklimatet få flertalet elever att uppleva mer glädje, delaktighet, variation och tid att lära nytt i lagbollsport?

Syfte: Syftet med fältexperimentet är att skapa två olika motivationsklimat, processorienterat/resultatorienterat, samt utföra dem under fyra idrottslektioner i fotboll. Detta för att kunna påvisa eventuella för- och nackdelar mellan de båda motivationsklimaten genom resultaten från elevers upplevelser i glädje, delaktighet, variation och tid att lära nya saker.

Metod: I studien användes en kvantitativ metod i form av enkäter. Totalt deltog 45 årskurs 7 elever från en skola i södra Värmland.

Resultat: Resultaten visade att eleverna upplevde båda experimentsituationerna/lektionerna processorienterade och inga större skillnader kunde mätas gällande glädje, delaktighet, variation och tid att lära sig något nytt. Totalt sett så upplevde båda könen ett starkare samband mot samtliga bakgrundsvariabler (glädje, delaktighet, variation, tid att lära nytt) i ett upplevt processorienterat motivationsklimat jämfört med ett upplevt resultatorienterat. Vid könsjämförelser hittar man starka samband att speciellt flickor som upplevt motivationsklimatet resultatorienterat kände mindre glädje, delaktighet, variation och tid att lära sig nya saker jämfört med pojkar.

Diskussion:

Idrottslektioner är olikt föreningsidrotten i stort då flickor och pojkar idrottar tillsammans, detta är en viktig del av utbildningen i det sociala och livslånga färdigheter av sammarbete samt fysisk aktivitet. Då ett processorienterat motivationsklimat tyder på effektivare inlärningsstrategier samt tron på idrott och hälsa är till för att utveckla sociala och livslånga färdigheter borde varje idrottslärare vara medveten om vad som händer med en grupp om man påverkar motivationsklimatet process- eller resultatorienterat. 

Abstract [en]

Background: Team ball games in physical education have been criticized for resembling association’s ego-oriented way of conducting it. Something I noticed when I did my PE internship was that many students were not involved in class when team ball game was exercised. Can you as a PE teacher by influencing the motivational climate get most of the students to experience more enjoyment, participation, variety and time to learn new things in team ball games?

Aim: The aim of the field experiment is to create two different motivational climates, task-oriented / ego-oriented, and conduct them to four PE lessons in football (European).This to demonstrate any advantages or disadvantages between the two motivational climates by using the results of students' experiences in enjoyment, participation, variety and time to learn new things.

Method: The study used a quantitative method in the form of questionnaires. A total of 45 grade 7 students participated in the study.

 Result: The results showed that students experienced both experimental situations task-oriented and no major differences were noticed regarding to enjoyment, participation, variety and time to learn new things. Overall, both genders correlated stronger against all background variables (enjoyment, participation, variety, time to learn new things) in an experienced task-oriented motivational climate compared to an experienced ego-oriented. In gender comparison you can find strong correlations that especially girls who have experienced the motivational climate ego-oriented felt less enjoyment, participation, variety and time to learn new things compared to boys.

Discussion:

PE lessons are different compared to association’s sports in overall when it includes girls and boys playing sports together. This is an important part of education in social and life-long skills of cooperation and physical activity. As a task-orientated motivational climate proves to be more effective in learning strategies and the belief that physical education is to develop social and life-long skills every PE teacher should be aware of  the consequences both motivational climates (task-orientate/ego-orientated) influences a group. 

 

Place, publisher, year, edition, pages
2016. , 37 p.
Keyword [en]
ego orientated, enjoyment, motivation, motivational climate, physical education, TARGET, task orientated, team ball games
Keyword [sv]
idrott, hälsa, motivation, glädje, motivationsklimat, TARGET, processorienterat, resultatorienterat, lagbollsport
National Category
Learning Didactics Pedagogy Pedagogical Work Applied Psychology Sport and Fitness Sciences
Identifiers
URN: urn:nbn:se:kau:diva-42018OAI: oai:DiVA.org:kau-42018DiVA: diva2:927788
Subject / course
Sports Science
Educational program
Secondary Education Programme: Upper Secondary Education Programme: Physical Education (300 ECTS credits)
Supervisors
Examiners
Available from: 2016-05-16 Created: 2016-05-13 Last updated: 2016-05-16Bibliographically approved

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LearningDidacticsPedagogyPedagogical WorkApplied PsychologySport and Fitness Sciences

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