Haichun Sun

A Pedagogical Understanding of the Self-Determination Theory in Physical Education

Learner motivation is considered an important premise for learning achievement. One of the theories used to explain learner motivation in physical education is the Self-Determination Theory (SDT). Different from others, SDT acknowledges the controlling nature of institutionalized education and builds its application around externally imposed regulatory mechanisms to enhance learner motivation. In this article, we review research findings on SDT in physical education and reason for the use of externally regulated motivation approaches as a primary strategy in physical education. We frame our arguments in the constructivist learning theories and argue that using external regulation mechanisms to maximize learner motivation is not inconsistent with the constructivist learning theories. Our pedagogical understanding about satisfying the basic human needs for competence, relatedness, and autonomy leads us to believe that the priority should be placed on competence development with relatedness as a pedagogical platform for competence development in physical education.

Learning Science-Based Fitness Knowledge in Constructivist Physical Education.

Teaching fitness-related knowledge has become critical in developing childrens healthful living behavior. The purpose of this study was to examine the effects of a science-based, constructivist physical education curriculum on learning fitness knowledge critical to healthful living in elementary school students. The schools (N = 30) were randomly selected from one of the largest school districts in the United States and randomly assigned to treatment curriculum and control conditions. Students in third, fourth, and fifth grade (N = 5,717) were pre- and posttested on a standardized knowledge test on exercise principles and benefits in cardiorespiratory health, muscular capacity, and healthful nutrition and body flexibility. The results indicated that children in the treatment curriculum condition learned at a faster rate than their counterparts in the control condition. The results suggest that the constructivist curriculum is capable of inducing superior knowledge gain in third-, fourth-, and fifth-grade children.Teaching fitness-related knowledge has become critical in developing childrens healthful living behavior. The purpose of this study was to examine the effects of a science-based, constructivist physical education curriculum on learning fitness knowledge critical to healthful living in elementary school students. The schools (N = 30) were randomly selected from one of the largest school districts in the United States and randomly assigned to treatment curriculum and control conditions. Students in third, fourth, and fifth grade (N = 5,717) were pre- and posttested on a standardized knowledge test on exercise principles and benefits in cardiorespiratory health, muscular capacity, and healthful nutrition and body flexibility. The results indicated that children in the treatment curriculum condition learned at a faster rate than their counterparts in the control condition. The results suggest that the constructivist curriculum is capable of inducing superior knowledge gain in third-, fourth-, and fifth-grade children.

Is In-Class Physical Activity at Risk in Constructivist Physical Education?

Constructivist physical education emphasizes cognitive engagement. This study examined the impact of a constructivist curriculum on in-class physical activity. Caloric expenditure in metabolic equivalents (MET) and vector magnitude count (VM) data from a random sample of 41 constructivist lessons were compared with those from a random sample of 35 nonconstructivist lessons. Statistical analyses revealed that students in both curriculum conditions were active at a similarly low-moderate level (MET = 2.6 for experimental, 2.5 for comparison, p = .30). Differences (p < .05) were found between the three units within the constructivist curriculum. The findings suggest that the constructivist approach may facilitate knowledge learning with little risk of reducing in-class physical activity.

Measurement Invariance of Expectancy-Value Questionnaire in Physical Education

Expectancy-Value Questionnaire (EVQ) measures student expectancy beliefs and task values of the domain content (Eccles & Wigfield, 1995).In this study the authors examine measurement invariance of EVQ in the domain of physical education between elementary and middle-school students. Participants included 811 students (3rd–5th grades) from 13 elementary and 903 (6th–8th grades) from 13 middle schools. Students completed the EVQ in their physical education classes within the same semester. A series of hierarchical steps for testing the measurement invariance were conducted based on means and covariance structures. The results suggest that the questionnaire possesses configural and metric invariance, but noninvariant item intercepts between these two groups of students (|∆CFI | > .05). EVQ can be used to measure expectancy-value constructs in physical education for both middle-school and elementary students. Yet the noninvariant item intercepts posted questions on how the measured construct difference should be interpreted.

Physical Activity and Fitness Knowledge Learning in Physical Education: Seeking a Common Ground.

Motivation to learn is a disposition developed through exposure to learning opportunities. Guided by the expectancy-value theory of Eccles and Wigfield (1995), this study examined the extent to which expectancy belief and task value influenced elementary school students’ physical activity and knowledge learning in physical education (PE). Students (N = 753) from 15 US public schools contributed student-level and class-level data. With a 2-level design, the data were analyzed using hierarchical linear modeling. Physical activity (t = 3.18; p < .01) positively predicted fitness knowledge. Attainment value (i.e. perception of importance) as the only expectancy-value construct, significantly predicted fitness knowledge (t = 3.07; p < .01), when physical activity was held constant. As the physical activity intensity increased, the positive prediction of attainment value to knowledge attenuated and then turned negative (t = –3.10; p < .01). The study indicated that although a physically-active context helps students to make sense of fitness knowledge, a vigorous context shifts their motivation away from cognitive learning, toward physical participation. To resolve the difficulty of attaining learning objectives both physically and cognitively, PE teachers may want to maintain an active learning context with moderate physical intensity. Future research should address the effect of learner motivation on dual or multiple learning outcomes in PE.

Sports Game Play: A Comparison of Moderate to Vigorous Physical Activities in Adolescents.

BACKGROUND Research suggests participation in sports is an important contributor to overall adolescent physical activity (PA). Sports play has become increasingly important in physical education (PE) classes as a means for promoting healthful and enjoyable PA. Research is needed that investigates physiological and perceptual responses to sport play. METHODS We studied 101 (55 males; 46 females, age 11-14) students who participated in flag football (FF), basketball (BB), and flag rugby (FR). Activity counts were collected using accelerometers. Perceived competence and enjoyment were measured using the intrinsic motivation inventory. RESULTS Each sport activity produced acceptable levels of activity and positive perceptual responses, but differences among sports were noted. Accelerometry data indicated that FR and BB were more intense than FF (p < .001). Perceptual data indicated participation in FR elicited higher perceptions of competence and greater enjoyment when compared to FF and BB (p < .001). CONCLUSIONS Participation in sport activity within middle school PE classes provides excellent opportunities for energy expenditure and positive perceptual responses. Most importantly, FR provides an activity stimulus that has potential benefits both physiologically and psychologically.