Motivation and Learning in Physical Education

somatic command is undoubtedly key in the total development of the individual pupil. It is serious non only in the forcible spirit but excessively in the intellectual and emotional aspect of the boor. In the somatogenic sense, the childs physical self- creation is influenced by the results and accomplishments in exercise and sports. Jarmo Liukkonin pointed out that the resulting self-concept relies intemperately on social comparison address, this means that the reference group and the material body environment contribute to the developing self concept (p 137).In calculate of the in a higher place, this paper intends to domiciliate an over feelinging of the instruction situation in the physical command as well as an analysis of the issues in motivatingal acquisition in physical larn, occasionicularly on how in force(p) ar the distinct approaches to interpreting and doctrine. This paper will also discuss on the coat of the varied theories about whether or not they are useful in the classroom instruction. At the last part, is a case hire of a particular student featuring particular issue on the students physical, intellectual, and emotional growth.In general the paper will be to a greater extent on analysis of the motivational and encyclopaedism process in physical discipline involving all the different factors such as teachers, students, the different approaches use, and the relevancy of the different theories in physical education.OverviewResearch and knowledge in personal precept has been in rapid expansion over the last twenty years concerning the m whatever factors that influence the learning and commandment of the Physical Education. Colin A. tough and Michael Mawer pointed out that this learning and teaching include such issues as the setting in which physical education teachers work, what teachers think about when they are teaching and planning their teaching, and the knowledge they require to teach effectively (p. 1 ). Colin stouthearted and Michael Mawers view seemed to be pragmatic yet analytical of the learning situation of the physical education.They were quite small also of the enormous years spent on research yet it was only in recent years that the tangible emphasis on physical education was put on the limelight. They bed that despite of such amount of time spent on research, Hardy and Mawer contends that it is only in current years that research has begun to provide an brain wave into what physical education teachers feel about their bureau and their lives in teaching, and what pupils themselves feel about the physical education they go out in schools.In fiat to understand fully the importance of physical education subject, the question wherefore is physical natural action valued deserves an answer. Katherine T. Thomas cited the health benefit associated with physically active lifestyle as will as other physical advantages resulting from physical exercise. Thomas pointed out,O ne reason we value physical activity is the health benefit associated with physically active lifestyle. Other reasons are the developmental need to explore and master our environment, to express our selves through movement, and to feel expiation resulting from successful movement. Physical activity also provides an opportunity for affiliation. Being part of a groupas a fan, a team member, or a walking partnermeets human need (p. 5)Thomas intellection on this subject is certainly practical and seemingly based on actual personal experience. Her statement sounds to be a ingenuous advice for anyone whose health condition is not in the surmount state. Indeed, physical education real brings a lot of physical benefit to our physical body.Other authors save emphasized the achievement of goal in order to understand the motivation and behavior of physical activity such as in sport. Robert Daniel Steadward, Elizabeth Jane Watkinson, and Garry David bicycler noted some authors such as Ni chols (1984, 1989) and Harters (1978) which pointed out the goal concept guess. According to them, the concept of the achievement goal surmise, refer to how people adjudicate 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 Learning in Physical EducationThe issue that I found interesting is how effective are the different approaches to learning and teaching. Susan Piotrowski noted that there is no virtuoso approach is going to be the most effective way to run for progression and continuity. She pointed out that several or all of these approaches need to be used together to achieved effective progression and continuity in the delegate from uncreated and secondary school. Piotrowski utter that what will work in any one situation depends on a number of factors, including the schools and their transfer structures and procedur es, the distributor point teachers, primary and secondary education teachers and their ability to work together collaboratively (p. 204).Piotrowski get along stated that local conditions, facilities, expertise, and policies have a bearing on the pillowcase of curriculum that can be realistically offered in both primary and secondary in any give wayn area. It is quite easy to yield Piotrowskis view as it draws a practical option. Regardless of how others would await at the learning process, I believe it is complicated in the sense that physical education students have different level of erudition, different heathen orientation, and physical and emotional developments, which affects their own learning process.Thus Piotrowski wisely stated that there is no single approach is going to be effective, and that compounding two or more of the various approaches may be more effective. On the other hand, Colin Hardy suggested that more pupil-centered and less direct teaching approach es would allow pupils to take a more independent and active role in decision making in physical education lessons. lot 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 mixture of teaching strategies to cater for differences in pupils abilities, attainment, needs, and ages (p. 112). Green and Hardman also recognized 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 fit to the local conditions, expertise of the teacher, facilities, and policies, all of which have bearing on the example of curriculum.An Application of the relevant theories from each topicTheories on motivation and learning in physical education have been formulated in an campaign to extend our apprehension of the teaching and learning process. Among these theories, the supposition of constructivism, the possible action 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 Mediation guess recognizes the significance of reinforcement 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. hither is the full explanation of Silverman and Ennis regarding this theoryAlthough this modification seems so simplex, it is a stiff 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 interpret and give meaning to their present experience (p. 151).Silverman and Ennis noted that in this theory, knowledge is not something tran smitted from the teacher to the students but savant 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 theatre of experience and allow students to explore the given knowledge utilizing their own experience. As a result, students will gain meaningful experience out of the fresh knowledge learned in the classroom.On the other hand, adherents of behavioral theory emphasized that the study of learning focused on the memorization of simple and rote elements and on the behavior of the scholarly person. Silverman and Ennis pointed out, This view of learning focuses on the learner as a rather passive responder to externally compel 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 lectu res, by reading or by rote activity and practice of isolated decontextualized skills.This particular theory is very significant in most studies wherein students have to gain basic understanding of theories of studies before conclusion the general concept such as in the case of nurse in which fundamental issues such as anatomy and health ethical motive must be memorized well before finding its relevance to the demesne of work.Learning 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 interesting for galore(postnominal) students and in that case, 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 th e 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 coaching from the instructors. They learn from trying and from their mistakes.Using Constructivism Theory, students learn by utilizing their own interest and socializing 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(prenominal) learning of the subject.Behavioral Theory could be applicable in harm 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 diaphanous intelligence y et performing just above honest student.Case field of view of a StudentRick is a high school with obvious sophisticated intelligence but performs merely 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 poor because he is not participating in all the physical education activities class. He has a lung problem that is why he does not participate 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 inactive p hysical condition, his learning potential 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 try 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 impose 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. London Routledge.Green, K. & Hardman, K. 2005. Physical Education Essential Issues. London Sage Publications CompanyHardy, C.& Mawer, M. 1999. Learning and Teaching in Physical Education. Great Britain Biddles Ltd.Liukkonen, J. 2007. Psychology for Physical Educators Students Focus, 2nd Edition. USA gentlemans gentleman Kinetics.Silverman, S. & Ennis, C. 2003. Student Learning in Physical Education Applying Research to call forth 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 round-eyed Teachers 2nd Edition. USA Human Kinesics.