©2009, the mcgraw-hill companies, inc. all rights reserved. 1 student motivation, personal growth,...

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©2009, The McGraw-Hill Companies, Inc. All Rights Reserved.©2009, The McGraw-Hill Companies, Inc. All Rights Reserved.

Student Motivation, Student Motivation, Personal Growth, and Personal Growth, and

InclusionInclusionChapter 9Chapter 9

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The Role of Motivation in The Role of Motivation in TeachingTeaching

Motivation: the degree of attraction the learner Motivation: the degree of attraction the learner has to a particular learning taskhas to a particular learning task

A teacher’s job is to be able to:A teacher’s job is to be able to: Increase student motivation extrinsicallyIncrease student motivation extrinsically Develop student intrinsic motivationDevelop student intrinsic motivation

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Theories of Motivation: The Why Theories of Motivation: The Why of Behaviorof Behavior

BehaviorismBehaviorism

Social learning theorySocial learning theory

Self determination theory Self determination theory

Achievement goal and social goals theoryAchievement goal and social goals theory

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The selection of a theory is not an either/or The selection of a theory is not an either/or decisiondecision

No one theory can explain all of human No one theory can explain all of human motivationmotivation

Teachers will use a variety of theories for Teachers will use a variety of theories for different circumstancesdifferent circumstances

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BehaviorismBehaviorism

When the consequences for what we do are When the consequences for what we do are positive behavior is reinforced.positive behavior is reinforced.

When we are reinforced for our behavior the When we are reinforced for our behavior the likelihood of learning a behavior and repeating likelihood of learning a behavior and repeating that behavior increases.that behavior increases.

Positive reinforcement is more powerful than Positive reinforcement is more powerful than negative reinforcement.negative reinforcement.

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Examples of BehaviorismExamples of Behaviorism

A teacher tells students they are really proud A teacher tells students they are really proud of the way they are responding.of the way they are responding.

A teacher brings out a tight roll by asking A teacher brings out a tight roll by asking students to roll across the width of the mat students to roll across the width of the mat rather than the lengthrather than the length

A teacher rewards a class with ten minutes of A teacher rewards a class with ten minutes of shooting after practicing passing to a moving shooting after practicing passing to a moving player in basketballplayer in basketball

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Social Learning TheorySocial Learning Theory

We learn through:We learn through:

Observation of others Observation of others

When we are reinforced by others When we are reinforced by others

Comparing ourselves to othersComparing ourselves to others

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Examples of Social Learning TheoryExamples of Social Learning Theory Students watch others “get away with doing Students watch others “get away with doing

something” they know is inappropriate and something” they know is inappropriate and therefore want to do it as welltherefore want to do it as well

Students who do well are reinforced when Students who do well are reinforced when their peers and teachers acknowledge their their peers and teachers acknowledge their performanceperformance

Students make the decision they are not good Students make the decision they are not good at something because they observe others are at something because they observe others are betterbetter

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Self Determination TheorySelf Determination Theory

Students are more likely to be engaged in Students are more likely to be engaged in something when they are acting out of their something when they are acting out of their own volition and “want”, “choose” to do it,own volition and “want”, “choose” to do it,

People have shared psychological needs that People have shared psychological needs that influence their likelihood to engage in an influence their likelihood to engage in an activity:activity: Need for competenceNeed for competence Need for autonomyNeed for autonomy Need for RelatednessNeed for Relatedness

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Self Determination Theory Levels of Self Determination Theory Levels of MotivationMotivation

AmotivationAmotivation

Extrinsic motivationExtrinsic motivation

Intrinsic motivationIntrinsic motivation

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AmotivationAmotivation

The student has no stimulation to engage in the The student has no stimulation to engage in the activity:activity: Feelings of incompetenceFeelings of incompetence Little value for the activityLittle value for the activity

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Extrinsic MotivationExtrinsic Motivation

ExternalExternal Participation to gain a rewardParticipation to gain a reward Feelings of guilt if they don’tFeelings of guilt if they don’t Recognize it is “good for me”Recognize it is “good for me”

External motivation is not always “bad” but External motivation is not always “bad” but intrinsic motivation is “better”. intrinsic motivation is “better”.

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Intrinsic MotivationIntrinsic Motivation

Participation for the sake of the activity as an Participation for the sake of the activity as an end in itself.end in itself.

Participation gives them a sense of:Participation gives them a sense of: “ “Personal growth” or learningPersonal growth” or learning Opportunity to feel a sense of accomplishment Opportunity to feel a sense of accomplishment Opportunity to feel stimulation, joy, delight of the Opportunity to feel stimulation, joy, delight of the

aesthetics of the experienceaesthetics of the experience

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Supporting Student Competence, Supporting Student Competence, Autonomy and RelatednessAutonomy and Relatedness

Focus student on task mastery and personal Focus student on task mastery and personal improvementimprovement

Give students opportunities for choices – Give students opportunities for choices – autonomyautonomy

Create a social environment that is socially Create a social environment that is socially supportive for each studentsupportive for each student

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Achievement Goal and Social Goals Achievement Goal and Social Goals TheoryTheory

Students can tale two perspectives on what Students can tale two perspectives on what you ask them to do:you ask them to do:

Mastery goal (task) orientation: success is Mastery goal (task) orientation: success is achieved through intrinsic interest, high effort and achieved through intrinsic interest, high effort and cooperationcooperation

Goal (ego) orientation: success is achieved by Goal (ego) orientation: success is achieved by being better than everyone else (social being better than everyone else (social comparison)comparison)

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Task and ego orientation are identified as the Task and ego orientation are identified as the locus of control – locus of control – what a student attributes what a student attributes their success or failure to.their success or failure to.

Students who take a more task orientation are Students who take a more task orientation are likely to be more intrinsically motivatedlikely to be more intrinsically motivated

Teachers who foster a task oriented climate Teachers who foster a task oriented climate produce more competenceproduce more competence

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Creating a Task/mastery Oriented ClimateCreating a Task/mastery Oriented Climate

Help students to attribute their success to things they Help students to attribute their success to things they can control:can control: EffortEffort Intrinsic interestIntrinsic interest CooperationCooperation

And not to:And not to: GeneticsGenetics ChanceChance EquipmentEquipment Someone elseSomeone else

Give students choices so they may function with the Give students choices so they may function with the content at their own levelcontent at their own level

Reinforce effort Reinforce effort

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Creating Positive Social Creating Positive Social EnvironmentsEnvironments

Students must feel psychologically safe Students must feel psychologically safe PE performance tends to be public and threateningPE performance tends to be public and threatening

Do not put students in a position of failure Do not put students in a position of failure with their peers or the teacherwith their peers or the teacher

Help students who are not perceived positively Help students who are not perceived positively by others to establish positive social by others to establish positive social relationshipsrelationships

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Interest TheoriesInterest Theories Two kinds of interest have been identifiedTwo kinds of interest have been identified

Personal: Inherent desire to participatePersonal: Inherent desire to participate Situational: Characteristics of the taskSituational: Characteristics of the task

Situational interest can be developed through Situational interest can be developed through novelty and challengenovelty and challenge Importance of curriculums that do not repeat what Importance of curriculums that do not repeat what

students have done previous yearstudents have done previous year Novel tasks or a novel way of doing something Novel tasks or a novel way of doing something

students have done in the paststudents have done in the past Students should not be able to come into our Students should not be able to come into our

classes and be able to predict what we are classes and be able to predict what we are going to do and how we are going to do itgoing to do and how we are going to do it

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Implications of Theories of Implications of Theories of Motivation for TeachingMotivation for Teaching

Students must perceive what is to be Students must perceive what is to be learned as meaningful.learned as meaningful.

Use a variety of teaching strategies.Use a variety of teaching strategies. Design tasks to permit each student to Design tasks to permit each student to

function at optimum level of challenge.function at optimum level of challenge. Use external forms of motivation with care.Use external forms of motivation with care. Increase motivation with a variety of Increase motivation with a variety of

learning activities and novel and interesting learning activities and novel and interesting tasks.tasks.

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Add personal meaning and help students to see Add personal meaning and help students to see the purpose for what you are doing.the purpose for what you are doing.

Use culminating activities to help students see Use culminating activities to help students see the results of extended and motivated practice.the results of extended and motivated practice.

Help students to understand what it means to Help students to understand what it means to be a beginner.be a beginner.

Help students to set goals for physical Help students to set goals for physical education that are those of the participant, not education that are those of the participant, not the professional.the professional.

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Use humor.Use humor. Help students to attribute their success and Help students to attribute their success and

failure to a cause controllable by the student.failure to a cause controllable by the student.

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Promoting Personal Growth Promoting Personal Growth Through Personal InteractionThrough Personal Interaction

Act in the student’s best interest from the Act in the student’s best interest from the perspective of an perspective of an adultadult..

Learn students’ names and use them.Learn students’ names and use them. Be enthusiastic and positive about what you Be enthusiastic and positive about what you

are doing.are doing. Project a caring attitude toward all students.Project a caring attitude toward all students. Reinforce basic and shared beliefs of honesty, Reinforce basic and shared beliefs of honesty,

respect, risk taking, and effort.respect, risk taking, and effort.

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Promoting Personal Growth Promoting Personal Growth Through Personal InteractionThrough Personal Interaction

Do not reinforce behavior destructive to self or Do not reinforce behavior destructive to self or others by doing nothing about it.others by doing nothing about it.

Treat all students equitably.Treat all students equitably.

Learn to be a good listener and observer of Learn to be a good listener and observer of student responses.student responses.

Chart your own life for personal growth.Chart your own life for personal growth.

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Motivation and Personal Motivation and Personal Growth Through Instructional Growth Through Instructional

Decision MakingDecision Making

Make explicit in your planning how you are Make explicit in your planning how you are going to motivate and teach for personal going to motivate and teach for personal growth.growth.

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Selecting and Designing Selecting and Designing Learning ExperiencesLearning Experiences

Select tasks that are at an appropriate level of Select tasks that are at an appropriate level of ability for all students.ability for all students. Provide alternative tasksProvide alternative tasks Design the task so that it has flexibility for different Design the task so that it has flexibility for different

levelslevels Give students a choiceGive students a choice Manipulate the conditions of practice to allow Manipulate the conditions of practice to allow

different abilities to function within the taskdifferent abilities to function within the task Use self-testing activities within a framework of Use self-testing activities within a framework of

personal improvementpersonal improvement

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Use Tasks That Involve Use Tasks That Involve Competition AppropriatelyCompetition Appropriately

Design experiences to give every student an Design experiences to give every student an equal chance at winning.equal chance at winning.

Focus students on external and controllable Focus students on external and controllable aspects of competition.aspects of competition.

Group students homogeneously by skill level Group students homogeneously by skill level for competition.for competition.

Evaluate students on their improvement.Evaluate students on their improvement.

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Use Tasks That Involve Use Tasks That Involve Competition AppropriatelyCompetition Appropriately

Use self-testing activities and assessment Use self-testing activities and assessment activities that focus on improvementactivities that focus on improvement

Give students a choice of competing and level Give students a choice of competing and level of competingof competing

Use group self-testing taskUse group self-testing task

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Find Different Ways to Practice Find Different Ways to Practice the Same Thingthe Same Thing

Find alternative tasks that require the same Find alternative tasks that require the same skills (parallel development)skills (parallel development)

Distribute practice of the same task over days Distribute practice of the same task over days in a unitin a unit

Design the curriculum so that some pieces of Design the curriculum so that some pieces of equipment are reserved for older studentsequipment are reserved for older students

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Presenting Units and Tasks Presenting Units and Tasks

Use advance organizers for units and lessonsUse advance organizers for units and lessons Use motivating introductions to lessons and Use motivating introductions to lessons and

unitsunits Give students a sense of the whole when Give students a sense of the whole when

beginning unfamiliar activitiesbeginning unfamiliar activities Personalize introductions to units and lessonsPersonalize introductions to units and lessons

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Organizational ArrangementsOrganizational Arrangements Use individual, group and other organizations to make Use individual, group and other organizations to make

the practice interestingthe practice interesting

Group students with a purposeGroup students with a purpose

Use homogeneous and heterogeneous grouping with Use homogeneous and heterogeneous grouping with purposepurpose

Provide opportunity to maintain group membershipProvide opportunity to maintain group membership

Use novel types of equipment or novel types of Use novel types of equipment or novel types of arrangements of equipment to add interestarrangements of equipment to add interest

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Pacing of LessonsPacing of Lessons

Pacing: Knowing when to let students continue Pacing: Knowing when to let students continue practice, when to change the focus or refocus practice, when to change the focus or refocus efforts, and when to change the task altogetherefforts, and when to change the task altogether

Often it is the teacher and not the student who Often it is the teacher and not the student who is bored with a taskis bored with a task

Make clear the difference between games and Make clear the difference between games and scrimmagesscrimmages

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Assessment of Tasks, Units, and LessonsAssessment of Tasks, Units, and Lessons Find time for assessment - teach lessFind time for assessment - teach less

Provide opportunities for students to develop Provide opportunities for students to develop their own criteria for their worktheir own criteria for their work

Provide opportunities for peer and self-Provide opportunities for peer and self-assessmentassessment

Take a few minutes as part of every class to Take a few minutes as part of every class to review what students have done individuallyreview what students have done individually

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Teaching Affective Goals as a Teaching Affective Goals as a Lesson FocusLesson Focus

Understand the affective goals part of the Understand the affective goals part of the National Content Standards for Physical National Content Standards for Physical EducationEducation

Build affective objectives into instruction and Build affective objectives into instruction and reinforce those objectives on a daily basisreinforce those objectives on a daily basis

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Teaching Affective Goals as a Teaching Affective Goals as a Lesson FocusLesson Focus

Model the affective objective you want students Model the affective objective you want students to acquireto acquire

Help students to see the value of the behavior Help students to see the value of the behavior you are teachingyou are teaching

Put the application of the value you are teaching Put the application of the value you are teaching into concrete and specific examplesinto concrete and specific examples

Positively reinforce the values you want to teachPositively reinforce the values you want to teach

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Physical Education for InclusionPhysical Education for Inclusion

Tolerance is the ability to respect the integrity Tolerance is the ability to respect the integrity of others who are different.of others who are different.

Equitable treatment for all students is not only Equitable treatment for all students is not only a moral imperative. It is an investment in the a moral imperative. It is an investment in the future.future.

Help students to see diversity as a strength.Help students to see diversity as a strength.

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Physical Education for Inclusion: Physical Education for Inclusion: Becoming AwareBecoming Aware

Watch for your own stereotyping language and Watch for your own stereotyping language and behavior. See people as individuals.behavior. See people as individuals.

Recognize that equal does not always mean fair.Recognize that equal does not always mean fair. Familiarize yourself with other world views.Familiarize yourself with other world views. Attend events of different cultures.Attend events of different cultures. Involve representatives from different cultures in the Involve representatives from different cultures in the

planning of your program.planning of your program. Do an analysis of who you are interacting with in Do an analysis of who you are interacting with in

your teaching and how.your teaching and how.

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Developing a Climate for InclusionDeveloping a Climate for Inclusion Model attitudes toward differencesModel attitudes toward differences Teach students to respect the personal property of Teach students to respect the personal property of

othersothers When students demonstrate disrespect toward you do When students demonstrate disrespect toward you do

not respond in kindnot respond in kind Positively reinforce appropriate behaviorPositively reinforce appropriate behavior Facilitate but do not force interaction between students Facilitate but do not force interaction between students

who demonstrate unfriendly behavior toward each who demonstrate unfriendly behavior toward each other.other.

Use cooperative learning strategiesUse cooperative learning strategies Build into your program opportunities to teach students Build into your program opportunities to teach students

about different culturesabout different cultures

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Building Equity Building Equity

Gender Equity Gender Equity Ethnic and Cultural Differences Ethnic and Cultural Differences

Students from other cultures may Students from other cultures may attach different meanings to languageattach different meanings to language hold different perspectives on eventshold different perspectives on events may have different values and may interrelate may have different values and may interrelate

socially in different ways.socially in different ways.

Disadvantaged StudentsDisadvantaged Students Students with DisabilitiesStudents with Disabilities

©2009, the mcgraw-hill companies, inc. all rights reserved. 1 student motivation, personal growth,...

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