Wilkins, Elizabeth A.
Ed.D. (Doctor of Education)
Department of Curriculum and Instruction (CI)
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.
Chism, Soyini, "Motivating High School Students in a Blended Physical Education Learning Environment: A Self-Determination Theory Analysis" (2020). Graduate Research Theses & Dissertations. 6921.
Northern Illinois University
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