Motivation i idrætsundervisningen

Motivation in Physical Education

Koefoed, Isabella Mosholt Søgaard

4. semester

Idræt, Kandidat

2020

2020-06-02

Dette speciale undersøger, hvordan gymnasieelevers konditionsniveau (kondital) hænger sammen med deres motivation i idrætsundervisningen, og hvordan lærere kan bruge viden om elevers kondition til at tilrettelægge undervisningen. Baggrunden er en folkesundhedsmæssig bekymring over fysisk inaktivitet og evidens for, at positive oplevelser i idræt kan fremme livslang fysisk aktivitet. Studiet er et casestudie med mixed methods fra én nordjysk STX med 2.g-elever: 52 elever udfyldte et spørgeskema om motivation, samtidig med at deres konditionsniveau blev registreret, og der blev gennemført to semistrukturerede, digitale gruppeinterview med elever med henholdsvis højt og lavt kondital. Analysen er informeret af Self-Determination Theory, Achievement Goal Theory og self-efficacy. Resultaterne peger på signifikante forskelle i autonomi- og kompetencebaseret motivation mellem elever med højt og lavt konditionsniveau. Elever med højt kondital havde en tendens til mere indre motivation, men denne forskel var ikke statistisk signifikant i spørgeskemadata; de fremstod også mere opgaveorienterede og med højere self-efficacy. Konklusionen er, at konditionsniveauet er forbundet med forskelle i motivation i idræt, og at lærere med fordel kan differentiere undervisningen og styrke et opgaveorienteret læringsmiljø for at understøtte især elever med lavere kondital. Undersøgelsens design blev tilpasset under COVID-19-nedlukningen, hvilket formede metodevalgene.

This thesis examines how high school students fitness level (VO2max) relates to their motivation in physical education (PE), and how teachers can use knowledge of students fitness to plan PE. The study is motivated by public health concerns about physical inactivity and evidence that positive PE experiences can promote lifelong activity. It uses a mixed-methods case study at one upper secondary school in Northern Jutland, Denmark: 52 second-year students completed a motivation questionnaire while their fitness level was recorded, and two semi-structured digital group interviews were conducted with students with high and low fitness, respectively. The analysis is informed by Self-Determination Theory, Achievement Goal Theory, and self-efficacy. Findings indicate significant differences in autonomy- and competence-based motivation between students with higher versus lower fitness. Students with higher fitness tended to be more intrinsically motivated, though this difference was not statistically significant in the survey data; they also appeared more task-oriented and reported higher self-efficacy. The thesis concludes that fitness level is associated with differences in motivation in PE and suggests that teachers differentiate instruction and foster a task-oriented climate to better support students, especially those with lower fitness. The study design was adapted during the COVID-19 lockdown, which shaped the choice of methods.

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