Kan socioekonomisk bakgrund och motivationstyp fungera som vägvisare för läraren i ämnet idrott och hälsa? : Can socio-economic background and type of motivation serve as a guide for the teacher in the subject of physical education?

Detta är en L3-uppsats från Karlstads universitet

Sammanfattning: A class where everyone is motivated to participate during the lesson of physical education is something unique and rare. Motivation is a huge part of the observation for a PE teacher when they grade students, especially in sports and health classes. The self-determination theory is a perspective of motivation that has indicated efficient work around the students to find the internal motivation for physical education. In this study I have been focusing on the different types of motivations that make the students encouraged and enthusiastic, more so, I have been studying to see if there is some sort of connection between the motivation and socioeconomic opportunity for every student and how that affects their performance in physical education classes. Since the trend is showing a decreased active lifestyle of a teenager during their leisure I also chose to concentrate on each student's intention with physical activity beyond high school. My research method was a questionnaire where I asked a couple of questions to 89 students of high school age to be able to get enough quantity and make some conclusions. The results indicated that introjected motivation was the most common reason students attend physical education classes, however, internal motivation seems to be another big reason. While I was doing the research and questionnaire I was also able to divide it into a different type of economic standings, and then relate it to how they were motivated and see if it differed in the socioeconomic. Moreover, how it fluctuated by different motivation types based on the self-determination theory. In conclusion from my research and survey, there was a small difference between the motivation in the economic statuses, the group with low status was the one with higher self-determination motivation. In general, students seem to have intentions to be very active and stay active after high school. The external motivation also seems to play a huge part as well, it is considered to be a more controlled motivation than what Ryan and Deci (2000) consider auspicious. My research can be used until a certain point by PE teachers to see what types of motivation that motivates their students, however, the study does not show that the student’s reason to participate differs by socioeconomics.

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