Interdisciplinary Teaching of Physics in Physical Education: Effects on Students’ Autonomous Motivation and Satisfaction

in Journal of Teaching in Physical Education

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Athanasios PapaioannouUniversity of Thessaly

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Dimitrios MilosisAristotle University of Thessaloniki

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Christos GotzaridisDemocritus University of Thrace

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Purpose: This quasi-experimental study evaluated the effects on students’ autonomous motivation and satisfaction from a program integrating physics concepts in physical education. Method: A total of 487 students (age 13 ± 1) participated in the study. The participants were students participating in physical education classes divided into intervention (n = 183), comparison, and control condition (n = 150 and n = 154, respectively). Before the intervention and three times during its implementation, the students responded on measures of situational motivation with good construct validity. Results: The intervention increased the students’ autonomous motivation and satisfaction in physical education and decreased the students’ amotivation. Conclusion: An effective integration of physics concepts and physical activities can promote meaningful learning, a holistic education perspective, autonomous motivation, and wellness in physical education.

Papaioannou is with the School of Physical Education & Sport Science, University of Thessaly, Trikala, Greece. Milosis is with the Aristotle University of Thessaloniki, Thessaloniki, Greece. Gotzaridis is with the Democritus University of Thrace, Komotini, Greece.

Papaioannou (sakispap@pe.uth.gr) is the corresponding author.
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