Integration of Information and Communication Technology and Pupils’ Motivation in a Physical Education Setting

in Journal of Teaching in Physical Education
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The purpose of this study was to test an integrative model regarding the impact of information and communication technology (ICT) on achievement in physical education. Pupils’ perceptions of autonomy-support from teacher, satisfaction of basic psychological needs, and self-determined motivation were considered to mediate the impact of ICT on pupils’ cognitive skills and motor performance. Ninety-six pupils (44 boys and 52 girls; Mage = 12.40 years) were assigned to either the ICT or the traditional teaching (TT) condition of a quasi-experimental design. Results from path analyses supported the hypotheses that: (a) perception of autonomy support from teachers satisfies pupils’ basic psychological needs; (b) basic needs satisfaction in turn leads to greater self-determined motivation, which (c) then contributes to the enhancement of cognitive skills and motor performance.

Legrain is with STAPS, Université de Bordeaux, France. Gillet is with Psychology, Université François-Rabelais de Tours, France. Gernigon is with STAPS, Université Montpellier 1, France. Lafreniere is with McGill University, Montréal, Quebec, Canada.

Address author correspondence to Pascal Legrain at pascal.legrain@u-bordeaux.fr.