Motivation and Learning in Physical Education

corporal Education is undoubtedly important in the total development of the private pupil. It is beneficial not plainly in the corporal sense notwithstanding also in the intellectual and emotional aspect of the child. In the somatogenic sense, the childs corporal self-concept is influenced by the runs and accomplishments in execute and sports. Jarmo Liukkonin pointed let on that the resulting self-concept relies heavily on social comparison process, this means that the reference assembly and the class purlieu contri besidese to the developing self concept (p 137).In view of the above, this paper intends to earmark an overview of the erudition military position in the bodily study as well as an analysis of the issues in motiveal hireing in tangible discipline, particularly on how effective ar the incompatible approaches to learning and training. This paper will also discuss on the application of the antithetic theories ab let out whether or not they argon r ecyclable in the class style instruction. At the cultivation part, is a grounds take up of a particular bookman featuring particular issue on the schoolchilds physical, intellectual, and emotional growth.In general the paper will be more on analysis of the motivational and learning process in physical culture involving all the various factors such as teachers, students, the different approaches consumptiond, and the relevancy of the different theories in physical direction.OverviewResearch and association in material Education has been in rapid expansion over the last twenty eld concerning the many factors that influence the learning and teaching of the Physical Education. Colin A. inflexible and Michael Mawer pointed out that this learning and teaching include such issues as the context in which physical education teachers work, what teachers think about when they atomic number 18 teaching and planning their teaching, and the knowledge they require to teach effectively (p. 1). Colin Hardy and Michael Mawers view seemed to be pragmatic yet analytical of the learning slur of the physical education.They were quite critical also of the enormous years spent on research yet it was only in recent years that the real emphasis on physical education was put on the limelight. They contend that despite of such amount of quantify spent on research, Hardy and Mawer contends that it is only in current years that research has begun to provide an insight into what physical education teachers discover about their role and their lives in teaching, and what pupils themselves feel about the physical education they experience in grooms.In order to take cargon fully the importance of physical education posit, the brain why is physical activity valued deserves an answer. Katherine T. doubting Thomas cited the health eudaemonia associated with physically wide awake lifestyle as will as some other physical advantages resulting from physical exercise. Thomas po inted out,One reason we value physical activity is the health benefit associated with physically restless lifestyle. new(prenominal) reasons are the developmental wishing to explore and master our environment, to express our selves finished movement, and to feel satisfaction resulting from successful movement. Physical activity also provides an opportunity for affiliation. creation part of a groupas a fan, a squad member, or a walking partnermeets human need (p. 5)Thomas thinking on this subject is certainly practical and seemingly base on actual personal experience. Her statement sounds to be a rock-steady advice for anyone whose health condition is not in the best state. Indeed, physical education truly brings a lot of physical benefit to our physical body.Other authors however emphasized the achievement of destruction in order to understand the motivation and behavior of physical activity such as in sport. Robert Daniel Steadward, Elizabeth Jane Watkinson, and Garry Davi d wheeler observe some authors such as Nichols (1984, 1989) and Harters (1978) which pointed out the goal concept speculation. According to them, the concept of the achievement goal theory, refer to how throng evaluate their competence. It assumes that individual are driven to demonstrate competence, and that perceptions of competence are critical determinant of motivated behavior.Analysis of the Issues in Motivational scholarship in Physical EducationThe issue that I found interest group is how effective are the different approaches to learning and teaching. Susan Piotrowski noted that there is no single approach is going to be the most effective focusing to cater for progression and continuity. She pointed out that several or all of these approaches need to be used in concert to achieved effective progression and continuity in the transportation system from primary and secondary school. Piotrowski stated that what will work in any one situation depends on a number of facto rs, including the schools and their transfer structures and procedures, the head teachers, primary and secondary education teachers and their ability to work together collaboratively (p. 204).Piotrowski further stated that local conditions, facilities, expertise, and policies have a bearing on the type of curriculum that can be realistically offered in both primary and secondary in any given area. It is quite light-colored to accept Piotrowskis view as it draws a practical option. no matter of how others would look at the learning process, I believe it is complicated in the sense that physical education students have different level of intelligence, different cultural orientation, and physical and emotional developments, which affects their admit learning process.Thus Piotrowski wisely stated that there is no single approach is going to be effective, and that combining two or more of the various approaches may be more effective. On the other hand, Colin Hardy proposeed that more pupil-centered and less localise teaching approaches would allow pupils to take a more independent and active role in decision making in physical education lessons. Ken Green and Ken Hardman, quoting Kane, (1976), Underwood (1988), and Wright (1995) identified differences in teaching approaches used in physical education either due to the demands of different activities or different intended out comes.Green Hardman pointed out that the recommendation, which suggest that in order to achieve the range of the learning outcomes, teachers should employ a variety of teaching strategies to cater for differences in pupils abilities, attainment, needs, and ages (p. 112). Green and Hardman also acknowledge that there is a need for employing variety of teaching strategies. But they noted that this is because of the demands of the different activities, or the different intended outcome.Regardless of the reason, it is clear that there is a need for teachers to employ variety of approaches in the motivational learning in physical education, to insure progressive learning process. These approaches, however, must be suited to the local conditions, expertise of the teacher, facilities, and policies, all of which have bearing on the type of curriculum.An Application of the relevant theories from each topicTheories on motivation and learning in physical education have been formulated in an attempt to extend our fellow feeling of the teaching and learning process. Among these theories, the theory of constructivism, the theory of behaviorism, and the theory of cognitive mediation are particularly helpful in understanding the learning process in physical education.Stephen J. Silverman and Catherine D. Ennis explained that Cognitive intermediation Theory recognizes the significance of documentation activities in the learning process. This explains that what students do in classes is an important step, or mediating factor, between what teachers do and what students learn (p. 151 ). According to them, what the students do in classes affect also what teachers do. Basically, these activities shape teachers lesson and students understanding of the lesson. Here is the full explanation of Silverman and Ennis regarding this theoryAlthough this modification seems so simple, it is a powerful reconceptualization of the role of the teacher. Rather than directly causing learning, as inferred in the process product paradigm, the teacher from this perspective has the job of structuring the learning environment in a way that encourages students to think and act in ways that will, in turn, enables them to learn (p. 151)The main architect of the constructivism theory is Von Glasersfeld (1987), which views students as active agents in their learning. According to this view, students brings with them to an educational setting prior knowledge and experiences from which they comprise and give meaning to their present experience (p. 151).Silverman and Ennis noted that in this theory, knowledge is not something transmitted from the teacher to the students but learner constructs knowledge through her or his interpretation of events from the framework of prior experience, in effect, building or constructing knowledge that has individual meaning. To apply this theory, teacher must relate the lesson on students sphere of experience and allow students to explore the given knowledge utilizing their make experience. As a result, students will gain meaningful experience out of the new knowledge learned in the classroom.On the other hand, adherents of behavioral theory emphasized that the study of learning focused on the committal to memory of simple and rote learning elements and on the behavior of the learner. Silverman and Ennis pointed out, This view of learning focuses on the learner as a rather passive responder to externally imposed factors (p. 134). Silverman and Ennis stated that this theoretical lens views students as recipients and accumulators of knowledge, able to learn by listening to lectures, by reading or by rote drill and practice of isolated decontextualized skills.This particular theory is very epoch-making in most studies wherein students have to gain basic understanding of theories of studies ahead finding the general concept such as in the lawsuit of nursing in which fundamental issues such as anatomy and health ethics must be memorized well before finding its relevance to the field of work. acquisition all these theories provide ample understanding as to how students could learns best the subject of physical education. It means that teachers must employ the use of these theories in their teaching strategies in order to ensure efficient learning process. Physical Education as a subject is not that kindle for many students and in that consequence, teachers must make every learning situation a worthwhile experience. Hence, applying these theories can help learning enjoyable and fruitful.In the cognitive theory, students learn through the activities. It means, the physical activities in the physical education provide the pupils learning opportunity. In many cases, this subject is most of the time seventy-percent activities with thirty-percent lectures. Students are expected to learn from physical exercise of the techniques with occasional learn from the instructors. They learn from trying and from their mistakes.Using Constructivism Theory, students learn by utilizing their own interest and socialization in the learning process. By relating physical exercises in their own experience will result to students acceptability of the learning situation, which may result to higher learning of the subject.Behavioral Theory could be applicable in terms of learning the theories of the subject. Here, students are expected to memorize different terminologies and techniques of the subject as well as history and rules of the game.Below is a case study of a student in high school who has an plain intell igence yet performing just above average student. eccentric Study of a StudentRick is a high school with obvious sophisticated intelligence but performs just just above average student in most of his academic subjects in school. Although, he excelled in Mathematics, but his ratings in his physical education class has been sorry because he is not participating in all the physical education activities class. He has a lung problem that is why he does not come in in his physical education class.According to the theory of cognitive mediation, reinforcement activities in school such as physical activities in the physical education class, shape the teachers lesson and the student understanding. The theory of cognitive mediation implies that student learning can be cause by these activities too. In the case of Rick, although he has obviously sophisticated intelligence, yet his academic performance reflects merely that of above average student. Ricks problem is that because of his inactiv e physical condition, his learning potentiality is not fully consummated. Learning coming from his experience of the physical exercise is lacking.The theory of constructivism also teaches that experience provides learning aside from the class room instructions. The theory of constructivism emphasized that knowledge is not something transmitted from the teacher but learner constructs their knowledge through their experience. Ricks knowledge has been only a result of spoon-feed learning. He could have excelled in all his subjects had he tried himself to be involve in the physical activities in his physical education class. On the other hand, Rick can be a good model in the behavioral theory of learning as the behavioral theory emphasized that students are passive responder of the externally imposed factors.In general, the theories of learning have been great help in the learning process.Work CitedCapel, S. & Piotrowski, S (eds). 2000. Issues in Physical Education. capital of the U nited Kingdom Routledge.Green, K. & Hardman, K. 2005. Physical Education Essential Issues. London Sage Publications confederacyHardy, C.& Mawer, M. 1999. Learning and Teaching in Physical Education. Great Britain Biddles Ltd.Liukkonen, J. 2007. psychological science for Physical Educators Students Focus, second Edition. USA piece Kinetics.Silverman, S. & Ennis, C. 2003. Student Learning in Physical Education Applying Research to Enhance Instruction. USA Human Kinetics.Steadworth, R.,Watkinson, E. & Wheiler, 2003. G. Adapted Physical Activity. Canada University of Alberta Press.Thomas, K. 2003. Physical Education Methods for Elementary Teachers 2nd Edition. USA Human Kinesics.