Kineziologija, Vol. 35. No. 1., 2003.
Izvorni znanstveni članak
The impact of sports participation after school on intrinsic motivation and perceived learning environment in secondary school physical education
Andre Koka
; Institute of Sport Pedagogy, Faculty of Exercise and Sports Sciences University of Tartu, Estonia
Vello Hein
; Institute of Sport Pedagogy, Faculty of Exercise and Sports Sciences University of Tartu, Estonia
Sažetak
The aim of the present study was to examine the differences in intrinsic motivation, perceived learning environment, and perceived teacher’s feedback with respect to the physical education of students who participate in after-school sports and those who do not. 783 secondary school students (375 boys and 408 girls) aged 12-15 years responded to the Intrinsic Motivation Inventory (IMI) to assess intrinsic motivation, Physical Education Learning Environment Scale (PELES) to measure the perceptions of the learning environment, and Perceptions of the Teacher’s Feedback (PTF) to assess the perceived teacher’s feedback. The students were divided into groups based on whether they participated in sports after school or not, and for how long they had been doing it. Boys and girls were observed separately. The analyses indicated that both male and female students who did after-school sports were more motivated to participate in physical education classes in school than students without after-school sports experience. Furthermore, both male and female students with sports experience felt the physical education learning environment to be more non- threatening to their self-esteem than students without sports experience. Moreover, the female students with sports experience perceived significantly more that their teacher provided them with a positive general feedback than their schoolmates without any sports experience.
Ključne riječi
sports activity; perceived teacher’s feedback; gender differences
Hrčak ID:
226246
URI
Datum izdavanja:
24.10.2003.
Posjeta: 1.377 *