Game Play Participation of Amotivated Students During Sport Education

in Journal of Teaching in Physical Education
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  • 1 University of Wyoming
  • 2 Louisiana State University
  • 3 University of Louisville
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Sport Education has embedded pedagogical strategies proposed to reduce the prevalence of amotivation in physical education. The purpose of this study was to provide an examination of the game play participation rates of amotivated students within a Sport Education season. A sample of 395 high school students participated in a season of team handball. A multistep cluster analysis approach revealed three motivational profiles: amotivated, moderate and high clusters. A priori analyses revealed differences in perceived effort, enjoyment, and need satisfaction across the three profile groups. Game play participation rates coded throughout the season revealed no significant differences in ball engagement or success rates across motivational profile groups. A significant difference occurred in active game participation between the high and amotivated students. Results suggest that Sport Education elicits a level of inclusive game play participation across students of different motivational profiles.

Wallhead and Youngberg are with the Division of Kinesiology and Health, University of Wyoming, Laramie, WY. Garn is with the Kinesiology Dept. Louisiana State University, Baton Rouge, LA. Vidoni is with the Health and Sport Sciences, University of Louisville, Louisville, KY.

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