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Pupils’ Motivational and Emotional Responses to Pedagogies of Affect in Physical Education in Scottish Secondary Schools
This paper reports on the findings of two studies concerned with pupils’ motivational and emotional responses to pedagogies of affect in physical education in Scottish secondary schools. Pedagogies of affect explicitly focus on learning in the affective domain, or what is known in Scotland’s Curricu...
Autores principales: | , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
MDPI
2021
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8153103/ https://www.ncbi.nlm.nih.gov/pubmed/34068223 http://dx.doi.org/10.3390/ijerph18105183 |
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author | Lamb, Cara A. Teraoka, Eishin Oliver, Kimberly L. Kirk, David |
author_facet | Lamb, Cara A. Teraoka, Eishin Oliver, Kimberly L. Kirk, David |
author_sort | Lamb, Cara A. |
collection | PubMed |
description | This paper reports on the findings of two studies concerned with pupils’ motivational and emotional responses to pedagogies of affect in physical education in Scottish secondary schools. Pedagogies of affect explicitly focus on learning in the affective domain, or what is known in Scotland’s Curriculum for Excellence (CfE) as ‘personal qualities’. Personal qualities include motivation, confidence and self-esteem, determination and resilience, responsibility and leadership, respect and tolerance, and communication. In one study, led by Teraoka, the researchers explored the ways in which pupils responded, through focus group interviews based on Self-Determination Theory, to teachers who claimed to value and be committed to teaching explicitly for affective learning outcomes. In another study, led by Lamb, the researchers investigated the impact of an activist intervention on girls’ experiences of physical education, through their conversations in focus group discussions. Both studies reveal that pupils responded favorably, both in motivation and emotion, to pedagogies of affect in physical education, and that these responses offer a promising basis for future developments. |
format | Online Article Text |
id | pubmed-8153103 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2021 |
publisher | MDPI |
record_format | MEDLINE/PubMed |
spelling | pubmed-81531032021-05-27 Pupils’ Motivational and Emotional Responses to Pedagogies of Affect in Physical Education in Scottish Secondary Schools Lamb, Cara A. Teraoka, Eishin Oliver, Kimberly L. Kirk, David Int J Environ Res Public Health Article This paper reports on the findings of two studies concerned with pupils’ motivational and emotional responses to pedagogies of affect in physical education in Scottish secondary schools. Pedagogies of affect explicitly focus on learning in the affective domain, or what is known in Scotland’s Curriculum for Excellence (CfE) as ‘personal qualities’. Personal qualities include motivation, confidence and self-esteem, determination and resilience, responsibility and leadership, respect and tolerance, and communication. In one study, led by Teraoka, the researchers explored the ways in which pupils responded, through focus group interviews based on Self-Determination Theory, to teachers who claimed to value and be committed to teaching explicitly for affective learning outcomes. In another study, led by Lamb, the researchers investigated the impact of an activist intervention on girls’ experiences of physical education, through their conversations in focus group discussions. Both studies reveal that pupils responded favorably, both in motivation and emotion, to pedagogies of affect in physical education, and that these responses offer a promising basis for future developments. MDPI 2021-05-13 /pmc/articles/PMC8153103/ /pubmed/34068223 http://dx.doi.org/10.3390/ijerph18105183 Text en © 2021 by the authors. https://creativecommons.org/licenses/by/4.0/Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/). |
spellingShingle | Article Lamb, Cara A. Teraoka, Eishin Oliver, Kimberly L. Kirk, David Pupils’ Motivational and Emotional Responses to Pedagogies of Affect in Physical Education in Scottish Secondary Schools |
title | Pupils’ Motivational and Emotional Responses to Pedagogies of Affect in Physical Education in Scottish Secondary Schools |
title_full | Pupils’ Motivational and Emotional Responses to Pedagogies of Affect in Physical Education in Scottish Secondary Schools |
title_fullStr | Pupils’ Motivational and Emotional Responses to Pedagogies of Affect in Physical Education in Scottish Secondary Schools |
title_full_unstemmed | Pupils’ Motivational and Emotional Responses to Pedagogies of Affect in Physical Education in Scottish Secondary Schools |
title_short | Pupils’ Motivational and Emotional Responses to Pedagogies of Affect in Physical Education in Scottish Secondary Schools |
title_sort | pupils’ motivational and emotional responses to pedagogies of affect in physical education in scottish secondary schools |
topic | Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8153103/ https://www.ncbi.nlm.nih.gov/pubmed/34068223 http://dx.doi.org/10.3390/ijerph18105183 |
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