CHAPTER ONE
INTRODUCTION
Physical educators are aware of the positive impact of ball games in learning. It has been stated that tactical games and cooperative Learning are “as valuable instructional models in physical education” (Ben Dyson & al, 2004, Pg 226) and that they promote participation from students as a “student – centered learning curriculum” (Ben Dyson & al, Pg 226, 2004) but what surprised me is that many of my students from upper classes at secondary level are no more willing to participate in ball games when they reach the upper forms. The BBC news has written a very realistic article (PE hell or heaven, 24 Nov 2010) on the fact that more importance is given to ball games. According to that article the factors that make students …show more content…
Many TV channels make a lot of money with sports like football, basketball and many more, but what I have noticed with students of upper secondary is that they are more interested with ball games when they are in front of their television rather than in their physical education classes.
To be able to have a better understanding of the factors that make students get involved or not in ball games, the Theory of Personal Investment (Maehr and Braskamp ,1986) has been selected. The Theory gives a complete and interactional viewpoint on the factors that will promote motivated behaviors. Research done in the field of sports gave more importance to task and ego orientations whereas Maehr and Braskamp (1986) make it a broader issue by including in it the social factors influencing motivation. According to Maehr and Braskamp (1986) “interaction between person characteristics” and “situational factors” are given sense in the setting in which it happens and the interpretation made has an effect on “performance, choice of activity, persistence, and intensity of involvement.” The fact that ball games learned at school require interaction and collaboration among peers, working in pairs or in groups may either promote motivated behaviors or, in contrary, if the groups have mixed abilities, those who are not able to perform the task may think that they do …show more content…
The study was done in a secondary school. Its utility was to identify the characteristics of personal investment and the gender issues which have an impact on student’s motivation to participate in ball games. Chapter two gives a broad explanation of the Personal investment theories and the gender issues which may affect the personal investment of student’s to perform in ball games. In the following chapters will be investigating in a particular context where the issue can be studied. This will show us how both the characteristics of the personal investment theory and gender may affect the personal investment of students. In the following chapter an action research in teaching and learning will be done through three lessons planning and for the data collection analysis the content analysis method and constant comparison method will be
INTRODUCTION
Physical educators are aware of the positive impact of ball games in learning. It has been stated that tactical games and cooperative Learning are “as valuable instructional models in physical education” (Ben Dyson & al, 2004, Pg 226) and that they promote participation from students as a “student – centered learning curriculum” (Ben Dyson & al, Pg 226, 2004) but what surprised me is that many of my students from upper classes at secondary level are no more willing to participate in ball games when they reach the upper forms. The BBC news has written a very realistic article (PE hell or heaven, 24 Nov 2010) on the fact that more importance is given to ball games. According to that article the factors that make students …show more content…
Many TV channels make a lot of money with sports like football, basketball and many more, but what I have noticed with students of upper secondary is that they are more interested with ball games when they are in front of their television rather than in their physical education classes.
To be able to have a better understanding of the factors that make students get involved or not in ball games, the Theory of Personal Investment (Maehr and Braskamp ,1986) has been selected. The Theory gives a complete and interactional viewpoint on the factors that will promote motivated behaviors. Research done in the field of sports gave more importance to task and ego orientations whereas Maehr and Braskamp (1986) make it a broader issue by including in it the social factors influencing motivation. According to Maehr and Braskamp (1986) “interaction between person characteristics” and “situational factors” are given sense in the setting in which it happens and the interpretation made has an effect on “performance, choice of activity, persistence, and intensity of involvement.” The fact that ball games learned at school require interaction and collaboration among peers, working in pairs or in groups may either promote motivated behaviors or, in contrary, if the groups have mixed abilities, those who are not able to perform the task may think that they do …show more content…
The study was done in a secondary school. Its utility was to identify the characteristics of personal investment and the gender issues which have an impact on student’s motivation to participate in ball games. Chapter two gives a broad explanation of the Personal investment theories and the gender issues which may affect the personal investment of student’s to perform in ball games. In the following chapters will be investigating in a particular context where the issue can be studied. This will show us how both the characteristics of the personal investment theory and gender may affect the personal investment of students. In the following chapter an action research in teaching and learning will be done through three lessons planning and for the data collection analysis the content analysis method and constant comparison method will be