The Impact of Learning Task Design on Students’ Situational Interest in Physical Education

in Journal of Teaching in Physical Education
Restricted access

Purchase article

USD  $24.95

Student 1 year subscription

USD  $63.00

1 year subscription

USD  $84.00

Student 2 year subscription

USD  $119.00

2 year subscription

USD  $156.00

Purpose: Based on the framework of interest, studies have shown that teachers can enhance students’ situational interest (SI) by manipulating the components of learning tasks. The purpose of this study was to examine the impact of learning task design on students’ SI in physical education (PE). Method: The participants were 167 secondary school students (Mage = 13.21, SD = 2.24, 59% boys, range 12–16) who evaluated the SI of two learning tasks in badminton, designed to promote either instant enjoyment and exploration intention, or novelty and challenge. Students responded to the French 19-item SI scale immediately after completing the two learning tasks, with a 3-week interval between the tasks. Results: The results showed that students were receptive to the SI dimensions on which each task was designed. According to the total interest scores, they also perceived significant differences between both tasks. Moreover, the cluster analysis revealed three different students’ profiles based on their SI scores and their receptivity to the design of both tasks. Conclusion: Findings indicated that SI is a function of learning task design in PE.

Roure is with GIRSEF (Interdisciplinary Research Group in Socialisation, Education and Training), Catholic University of Louvain, Louvain-la-Neuve, Belgium. Pasco is with the ELLIADD Lab, School of Education, University of Bourgogne Franche-Comté (UBFC), Besançon, France.

Address author correspondence to Cédric Roure at cedric.roure@uclouvain.be.
  • Agbuga, B., Xiang, P., McBride, R.E., & Su, X. (2016). Student perceptions of instructional choices in middle school physical education. Journal of Teaching in Physical Education, 35, 138–148. doi:10.1123/jtpe.2015-0010

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Baena-Extremera, A., Gomez-Lopez, M., Granero-Gallegos, A., & Ortiz-Camacho, M. (2015). Predicting satisfaction in physical education from motivational climate and self-determined motivation. Journal of Teaching in Physical Education, 34, 210–224. doi:10.1123/jtpe.2013-0165

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Chen, A., & Darst, P.W. (2001). Situational interest in Physical Education: A function of learning task design. Research Quarterly for Exercise and Sport, 72, 150–164. PubMed doi:10.1080/02701367.2001.10608945

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Chen, A., Darst, P.W., & Pangrazi, R. (1999). What constitutes situational interest? Validating a construct in physical education. Measurement in Physical Education and Exercise Science, 3(3), 157–180. doi:10.1207/s15327841mpee0303_3

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Chen, A., Darst, P.W., & Pangrazi, R. (2001). An examination of situational interest and its sources. British Journal of Educational Psychology, 71, 383–400. doi:10.1348/000709901158578

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Chen, A., & Ennis, C. (2008). Motivation and achievement in physical education. In K.R. Wentzel & A. Wigfield (Eds.), Handbook on motivation at school (pp. 553–574). New York, NY: Routledge.

    • Search Google Scholar
    • Export Citation
  • Chen, A., Ennis, C., Martin, R., & Sun, H. (2006). Situational interest—A curriculum component enhancing motivation to learn. In S.A. Hogan (Ed.), New development in learning research (pp. 235–261). New York, NY: Nova Science Publishers.

    • Search Google Scholar
    • Export Citation
  • Chen, S., Chen, A., & Zhu, X. (2012). Are K-12 learners motivated in physical education? A meta-analysis. Research Quarterly for Exercise and Sport, 83(1), 36–48. doi:10.10.1080/02701367.2012.10599823

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Chen, S., Sun, H., Zhu, X., & Chen, A. (2014). Relationship between motivation and learning in physical education and after-school physical activity. Research Quarterly for Exercise and Sport, 85(4), 468–477. PubMed doi:10.1080/02701367.2014.961054

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Christianakis, M. (2010). Collaborative research and teacher education. Issues in Teacher Education, 19(2), 109–125.

  • Cochran-Smith, M., & Lytle, S.L. (2009). Inquiry as stance: Practitioner research for the next generation. New York, NY: Teachers College Press.

    • Search Google Scholar
    • Export Citation
  • Ding, H., Sun, H., & Chen, A. (2013). Impact of expectancy-value and situational interest motivation specificity on physical education outcomes. Journal of Teaching in Physical Education, 32, 253–269. doi:10.1123/jtpe.32.3.253

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Fairclough, S. (2003). Physical activity, perceived competence and enjoyment during secondary school physical education. European Journal of Physical Education, 8, 5–18.

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Gore, P.A. (2000). Cluster analysis. In H.E.A. Tinsley & S.D. Brown (Eds.), Handbook of applied multivariate statistics and mathematical modeling (pp. 297–321). San Diego, CA: Academic Press.

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Hogheim, S., & Reber, R. (2015). Supporting interest of middle school students in mathematics through context personalization and example choice. Contemporary Educational Psychology, 42, 17–25. doi:10.1016/j.cedpsych.2015.03.006

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Jaakkola, T., Wang, J., Soini, M., & Liukkonen, J. (2015). Students’ perceptions of motivational climate and enjoyment in Finnish physical education: A latent profile analysis. Journal of Sports Science & Medicine, 14, 477–483. PubMed

    • Search Google Scholar
    • Export Citation
  • Leveau, C. (2005). Le badminton en situation [The badminton through learning tasks]. Paris, France: Revue EPS.

  • Ministère de l’Education Nationale. (2005). Typologie des collèges publics [Public middle-schools typology]. Education & Formation, 71, 117–135.

    • Search Google Scholar
    • Export Citation
  • Patall, E.A. (2013). Constructing motivation through choice, interest, and interestingness. Journal of Educational Psychology, 105(2), 522–534. doi:10.1037/a0030307

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Preacher, K.J., Zhang, Z., & Zyphur, M.J. (2011). Alternative methods for assessing mediation in multilevel data: The advantages of multilevel SEM. Structural Equation Modeling: A Multidisciplinary Journal, 18(2), 161–182. doi:10.1080/10705511.2011.557329

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Renninger, K.A., & Hidi, S. (2016). The power of interest for motivation and engagement. New York, NY: Routledge.

  • Roure, C., Kermarrec, G., & Pasco, D. (2017). Effects of situational interest dimensions on students’ learning strategies in physical education. European Physical Education Review. Advance Online Publication. doi:10.1177/1356336X17732964

    • Search Google Scholar
    • Export Citation
  • Roure, C., & Pasco, D. (2016). Exploring situational interest sources in the French physical education context. European Physical Education Review. Advance Online Publication. doi:10.1177/1356336X16662289

    • Search Google Scholar
    • Export Citation
  • Roure, C., Pasco, D., & Kermarrec, G. (2016). Validation de l’échelle française mesurant l’intérêt en situation, en éducation physique [French validation of the situational interest scale in physical education]. Canadian Journal of Behavioural Science, 48(2), 112–120. doi:10.1037/cbs0000027

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Scrabis-Fletcher, K., Rasmussen, J., & Silverman, S. (2016). The relationship of practice, attitude, and perception of competence in middle school physical education. Journal of Teaching in Physical Education, 35, 241–250. doi:10.1123/jtpe.2015-0129.

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Shen, B., & Chen, A. (2006). Examining the interrelations among knowledge, interests, and learning strategies. Journal of Teaching in Physical Education, 25, 182–199. doi:10.1123/jtpe.25.2.182.

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Shen, B., & Chen, A. (2007). An examination of learning profiles in physical education. Journal of Teaching in Physical Education, 26, 145–160. doi:10.1123/jtpe.26.2.145.

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Shen, B., Chen, A., Tolley, H., & Scrabis, K. (2003). Gender and interest-based motivation in learning dance. Journal of Teaching in Physical Education, 22, 396–409. doi:10.1123/jtpe.22.4.396.

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Sun, H., Chen, A., Ennis, C., Martin, R., & Shen, B. (2008). An examination of the multidimensionality of situational interest in elementary school physical education. Research Quarterly for Exercise and Sport, 79(1), 62–70. PubMed doi:10.1080/02701367.2008.10599461

    • Crossref
    • Search Google Scholar
    • Export Citation
All Time Past Year Past 30 Days
Abstract Views 130 130 12
Full Text Views 21 21 1
PDF Downloads 7 7 0