Publication Date
2020
Document Type
Dissertation/Thesis
First Advisor
Wilkins, Elizabeth A.
Degree Name
Ed.D. (Doctor of Education)
Legacy Department
Department of Curriculum and Instruction (CI)
Abstract
This qualitative case study examines the impact an autonomous-supportive/competence-satisfying learning environment has on the motivation of blended physical education (BPE) students. The goal of this study was to highlight the lived experiences of BPE students in order to gain an in-depth understanding of how pedagogical practices promote or demote student motivation in a physically active learning environment. The participants included 20 eleventh- and twelfth-grade students enrolled in BPE at Central High School. The study took place during the 2019-2020 school year. Data analysis included the triangulation of three data sources: focus group discussions, semi-structured interviews, and vlogging. Six themes emerged from the analysis of student interviews: Class Schedule, Technology, Responsibility, Autonomy, Motivation, and Competence. The most important pedagogical implication of this study was the inclusion of the six themes when designing a BPE curriculum. The findings of this study revealed that motivation was an element in all six themes and was enhanced when pedagogical practices reinforced autonomy support and feelings of competence.
Recommended Citation
Chism, Soyini, "Motivating High School Students in a Blended Physical Education Learning Environment: A Self-Determination Theory Analysis" (2020). Graduate Research Theses & Dissertations. 6921.
https://huskiecommons.lib.niu.edu/allgraduate-thesesdissertations/6921
Extent
194 pages
Language
eng
Publisher
Northern Illinois University
Rights Statement
In Copyright
Rights Statement 2
NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.
Media Type
Text
