1. Student Motivation, Personal Growth, and Inclusion
Chapter 10

2. The Role of Motivation in Teaching
Motivation: the degree of attraction the learner has to a particular learning task
A teacher’s job is to be able to:
Increase student motivation extrinsically
Develop student intrinsic motivation

3. Theories of Motivation: The Why of Behavior
Need theory: people act to fill needs
Achievement theory: desire to reach the goal and and a tendency to avoid failure

4. Need Theory People act to fill needs:
Physiological
Safety/security
Love and belonging
Esteem
Self-actualization (Maslow)
Murray: people act to avoid unpleasant tensions and the need to achieve.
Piaget: deficiency theories are too limited. People act to fulfill their potential

5. Cognitive Theories of Motivation
Achievement Theory: relative strength of desire to achieve and need to avoid failure
Students who have a strong need to achieve will choose intermediate level of difficulty.
Students who have a lot of anxiety about failure will choose less difficult tasks.

6. Attribution Theory
What students attribute their success or failure to is important to understanding their approach to achievement oriented tasks.
Characteristics of locus of control
Ability and effort: internally controlled
Luck and difficulty of task: externally controlled
You want students to attribute their successes and failures to factors within their control.

7. Implications of Theories of Motivation for Teaching
Students cannot address higher needs unless they have achieved lower needs.
Students must find ways to help students meet their needs in positive ways.
Students must perceive what is to be learned as meaningful.
Use a variety of teaching strategies.
Design tasks to permit each student to function at optimum level of challenge.

8. Implications of Theories of Motivation for Teaching
Use external forms of motivation with care.
Increase motivation with a variety of learning activities and novel and interesting tasks.
Add personal meaning and help students to see the purpose for what you are doing.
Use culminating activities to help students see the results of extended and motivated practice.

9. Implications of Theories of Motivation for Teaching
Help students to understand what it means to be a beginner.
Help students to set goals for physical education that are those of the participant, not the professional.
Use humor.
Help students to attribute their success and failure to a cause controllable by the student.

10. Promoting Personal Growth Through Personal Interaction
Act in the student’s best interest from the perspective of an adult.
Learn students’ names and use them.
Be enthusiastic and positive about what you are doing.
Project a caring attitude toward all students.
Reinforce basic and shared beliefs of honesty, respect, risk taking, and effort.

11. Promoting Personal Growth Through Personal Interaction
Do not reinforce behavior destructive to self or others by doing nothing about it.
Treat all students equitably.
Learn to be a good listener and observer of student responses.
Chart your own life for personal growth.

12. Motivation and Personal Growth Through Instructional Decision Making
Make explicit in your planning how you are going to motivate and teach for personal growth.

13. Selecting and Designing Learning Experiences
Select tasks that are at an appropriate level of ability for all students.
Provide alternative tasks
Design the task so that it has flexibility for different levels
Give students a choice
Manipulate the conditions of practice to allow different abilities to function within the task
Use self-testing activities within a framework of personal improvement

14. Use Tasks That Involve Competition Appropriately
Design experiences to give every student an equal chance at winning.
Focus students on external and controllable aspects of competition.
Group students homogeneously by skill level for competition.
Evaluate students on their improvement.

15. Use Tasks That Involve Competition Appropriately
Use self-testing activities and assessment activities that focus on improvement
Give students a choice of competing and level of competing
Use group self-testing task

16. Find Different Ways to Practice the Same Thing
Find alternative tasks that require the same skills (parallel development)
Distribute practice of the same task over days in a unit
Design the curriculum so that some pieces of equipment are reserved for older students

17. Presenting Units and Tasks
Use advance organizers for units and lessons
Use motivating introductions to lessons and units
Give students a sense of the whole when beginning unfamiliar activities
Personalize introductions to units and lessons

18. Organizational Arrangements
Use individual, group and other organizations to make the practice interesting
Group students with a purpose
Use homogeneous and heterogeneous grouping with a purpose
Provide opportunity to maintain group membership
Use novel types of equipment or novel types of arrangements of equipment to add interest

19. Pacing of Lessons
Pacing: Knowing when to let students continue practice, when to change the focus or refocus efforts, and when to change the task altogether
Often it is the teacher and not the student who is bored with a task
Make clear the difference between games and scrimmages

20. Assessment of Tasks, Units, and Lessons
Find time for assessment - teach less
Provide opportunities for students to develop their own criteria for their work
Provide opportunities for peer and self-assessment
Take a few minutes as part of every class to review what students have done individually

21. Teaching Affective Goals as a Lesson Focus
Understand the affective goals part of the National Content Standards for Physical Education
Build affective objectives into instruction and reinforce those objectives on a daily basis

22. Teaching Affective Goals as a Lesson Focus
Model the affective objective you want students to acquire
Help students to see the value of the behavior you are teaching
Put the application of the value you are teaching into concrete and specific examples
Positively reinforce the values you want to teach

23. Physical Education for Inclusion
Equitable treatment for all students is not only a moral imperative. It is an investment in the future.
Teachers must help students to see diversity as a strength.
Tolerance is the ability to respect the integrity of others who are different.

24. Physical Education for Inclusion: Becoming Aware
Watch for your own stereotyping language and behavior. See people as individuals.
Recognize that equal does not always mean fair.
Familiarize yourself with other world views.
Attend events of different cultures.
Involve representatives from different cultures in the planning of your program.
Do an analysis of who you are interacting with in your teaching.

25. Developing a Climate for Inclusion
Model attitudes toward differences
Teach students to respect the personal property of others
When students demonstrate disrespect toward you do not respond in kind
Positively reinforce appropriate behavior
Facilitate but do not force interaction between students who demonstrate unfriendly behavior toward each other.
Use cooperative learning strategies
Build into your program opportunities to teach students about different cultures

26. Building Equity Gender Equity Ethnic and Cultural Differences
Students from other cultures may
attach different meanings to language
hold different perspectives on events
may have different values and may interrelate socially in different ways.
Disadvantaged Students
Students with Disabilities