| dc.description.abstract | Physical education (PE) in schools should contribute to sustained physical activity
participation among students (udir.no). The content and teaching activities in PE classes
can be a significant contribution to what students are left with the experiences of the
subject. Based on theory and empirical research in within the realm of sport didactics, I
have examined how learning activities - and teaching methods in PE can affect students'
emotional and behavioral experiences. Moreover, I have examined the role of differential
teacher's behavior in the psychological sense with respect to impact on both positive and
negative emotional and behavioral experiences among students. The latter focus has been
examined in the light of self-determination theory implying a focus also on mediating
mechanisms through pupils’ need satisfaction and their regulation of motivation (Deci &
Ryan, 1985; 2000).
The sample consisted of 201 secondary school students (115 boys, 86 girls).
Questionnaire was used as a measuring device for collecting data. Statements was
developed to predict student and teaching – directed methods in relation to students'
experience of the subject. Results showed positive correlations between student - and
teacher-directed teaching methods and students' experience of enjoyment in PE.
Furthermore, the study results indicate that the teacher's autonomy supportive behavior is
positively influencing students' enjoyment in the subject. Moreover, student needs
satisfaction and internally regulated motivation stands out as strong and necessary
prerequisites for students' positive experiences of physical education. Conversely, the
study indicates that a controlling teacher behavior is related to the students' experience of
anxiety and the use of self- protective strategies.
Keywords: student - and teacher-directed teaching methods, self-determination theory,
teacher behaviors, psychological needs, regulation of motivation, positive / negative
emotions | nb_NO |
