Motivation TheoriesMotivation TheoriesMotivation TheoriesMotivation Theories

Maslow: Need for achievement

• Hierarchy of needs: Physiological, safety, love, esteem, self-actualization’

• Must attain the lower order needs before next higher can be activated

• How can the physical educator help students meet their hierarchy of needs?

Bandura: Social Learning

• Decisions to be involved in class based on:– Efficacy expectation: belief of student that

he/she can be successful in task execution– Outcome expectation:belief that the

expected outcome can be achieved and it is a worthwhile action

Expectations differ based on:• Level of task perceived possible (do the

students think this is at their level of ability?)• Has the student had success in a previous

similar situation? (positive transfer?)• Strength of expectations even though there

may be somewhat negative previous experiences

• Students with high expectations will try new activities & expend more effort

• If the outcome is viewed as positive, more likely to try it out

• If perceived unable to do it, won’t try even if the outcome is fun or positive

• Efficacy expectations may be altered by:– Competence– Modeling– Verbal persuasion– Emotional arousal

• Inverted U theory• Development of coping skills

• Strategies to ensure success: good progressions, realistic standards, use of alternative teaching styles, reduce “on-stage” experiences

Attribution theory• Success attributed to internal causes

increases self-esteem and motivation• Success attributed to external causes has no

effect on self-esteem• Success with minimal effort yields strong

sense of ability• Success through challenge yields stronger

self-efficacy

• Students who think failure is due to a lack of ability that they can’t change or alter are ‘learned helpless’– “controllable events” are uncontrollable– If failure experienced in previous situation, won’t

try because it’s a “lost cause”

• See questions to help identify learned helpless students in text, pg. 348

Breaking the cycle• Step 1: Set goals that are specific; hard but

attainable; establish short term goals• Step 2: Use teaching strategies that enable

students to accomplish goals– Alternate teaching styles; peer tutors; mastery

learning; specific feedback and encouragement

• Step 3: Focus on progress rather than end result. (Student needs to see that effort resulted in progress)

• Step 4: Once skills are learned (or improving), student should be helped to attribute success to effort and ability rather than luck.

• If failure occurs, help student attribute failure to poor learning strategy rather than ability

Self-fulfilling prophecy• Students perform at level of teacher’s

expectations– On what do you form your expectations?

• High skilled vs. low skilled?• Male vs. female students?• Type of activity and who it stereotypes?• Attractive students and those who “try”• Obese vs. thin students?

• Low skilled students who internalize low teacher expectations= learned helpless

• Do physical education teachers lack an expectation for learning in their classrooms?– Observe: do teachers present tasks with concrete

examples, brief explanations, cues?– Do teachers refine, extend, apply tasks so that

students learn a progression of skills?– Do teachers provide specific feedback, critical

thinking questions, and modify tasks to ensure student success?

– Do teachers provide ample opportunities to learn, or do we throw students into “games” too soon?

• Examine: what do teachers do intentionally or unintentionally to disinvite students to learn?

• How can we invite students to learn?

Discipline• A good learning environment is key to a

discipline plan

• Teachers need to know when to be an authoritarian, when to be permissive, and when to take the middle road– Also need to know what battles to pick

Discipline

• Ideally, teachers and students engage in teaching and learning activities together– But, differing personalities may bring about

conflict and unacceptable behaviors• 5% of a class may be out of control at any time

Preventative Discipline• Inviting students to succeed

– Believe in them– Teach students, not the lesson plan or a particular

sport/activity– Praise students sincerely– Listen actively

• You can’t always fix it, but respond to feelings

– Have a relevant curriculum

Your discipline model• Whatever happens requires determining why

a specific behavior has occurred– Without a problem may improve immediately, but

it won’t be resolved

• Behaviors that are to be increased should be reinforced, behaviors to be decreased should be punished– Verbal positive reinforcers, non-verbal reinforcers

Your discipline model

• Prevent misbehavior from happening– Good preparation– Appropriate expectations– Hold accountable for learning– Inclusive teaching

Appropriate Discipline• Wait aggressively• Rules/consequences• Individual conference• Loss of privileges• Time out• Administrative assistance• Mediation

Inappropriate Discipline• Coercion

• Corporal punishment

• Ridicule

• Exercise as punishment

• Group punishment

What to do?• #1 Keep a cool head• Proper action depends on your philosophy, the

students and the incident• School policy may limit what can be done• Often cause of discipline problems is due to

the classroom environment• Be confident, consistent in your expectations,

and detect early signs of problems, be decisive in your actions