The Psychology of Teaching Physical Education

From Theory to Practice

Bonnie Blankenship

• Publisher: Routledge
• Year: 2017
• ISBN:
  9781351817257
• Edition: 1
• Topic: Pedagogía
• Subtopic: Educación física

This book weaves together theory, research, and practical information related to the psychological aspects of physical education. Unlike other exercise/sport psychology books on the market, The Psychology of Teaching Physical Education is written especially for future and practicing physical educators and focuses on the psychological principles and strategies that are most relevant to them. The book covers the important topics of motivation, reinforcement, feedback, modeling, prosocial behaviors/moral development, and self-perception. In each chapter, narratives about real practicing teachers show how they apply the principles and theories of psychology to physical education, and particularly to actual situations that readers are likely to encounter professionally. Each chapter contains three main sections: following an opening scenario in which Blankenship captures the reader's attention with a real-life problem, the author then (1) highlights theories related to the subject matter of the chapter, (2) summarizes the research that has been conducted on the theories and the chapter topic, and (3) gives examples of practical applications of the theory and research to physical education. Throughout the chapter, as the theory, research, and application of the topic are discussed, Blankenship presents possible solutions to the challenge presented in the chapter-opening vignette. The classroom applications and real-world examples are relevant to many different physical education settings, including those at the elementary, middle, and high school levels, in both urban and rural schools representing various geographical regions of the country. These examples bring the theories to life and help readers envision how their own classes will benefit as they apply what theyíve learned about the psychology of teaching physical education.

Key Features of the Book

A theory-to-research-to-practice approach.

An author whose background in both sport psychology and physical education makes her uniquely qualified to write this book.

Chapter-ending application exercises that encourage readers to go beyond rote memorization of concepts and principles to apply what they learned in various specific examples.

Sample instructional models and guidelines to enable readers to incorporate concepts discussed in the chapter into their own classes.

A comprehensive glossary.

CONTENTS

Preface

Acknowledgment

1 The Importance of Psychology to the Physical Educator

INTRODUCTION

WHAT IS THE PSYCHOLOGY OF TEACHING PHYSICAL EDUCATION?

WHY STUDY THE PSYCHOLOGY OF TEACHING PHYSICAL EDUCATION?

To Help Teachers Address Their Concerns

To Achieve Program Goals

To Establish a Positive Learning Environment

To Acquire Information and Applications

CHAPTER ORGANIZATION

Theory Explanation

Research Description

Practical Applications

STUDY TOOLS

Scenario

Focus Points

Connected Concepts

Key Concepts and Glossary

Application Exercises

SUMMARY

KEY CONCEPTS

2 Reinforcement

INTRODUCTION

REINFORCEMENT THEORIES

Behavioral Theory

Intrinsic Motivation and Extrinsic Rewards

Cognitive Evaluation Theory

REINFORCEMENT RESEARCH

Student Characteristics Related to the Use of Teacher Feedback

Reinforcement and Students’ Motor Skill Performance

Teacher Feedback and Student Self-Perceptions

Reinforcement, Behavior Management, and Prosocial Behaviors

Reinforcement, Behavior Management, and Physical Activity

Cognitive Evaluation Theory Research

PRACTICAL GUIDELINES FOR REINFORCEMENT IN PHYSICAL EDUCATION

Guidelines for Using Punishment

Guidelines for Giving Teacher Verbal Feedback

Guidelines for Giving Extrinsic Rewards

Example of the Effective Use of Extrinsic Rewards

Create a Behavior Management Program

Use the Personalized System of Instruction Model

SUMMARY

KEY CONCEPTS

APPLICATION EXERCISES

3 Modeling

INTRODUCTION

MODELING THEORIES

Social Learning Theory

Cognitive Mediation Theory

Learning from Observing a Model

MODELING RESEARCH

The Effectiveness of Modeling

Model Characteristics

Modeling Frequency and Timing

Use of Verbal Cues with Modeling

Rehearsal Strategies and Modeling

Auditory Modeling

EFFECTIVE MODELING IN PHYSICAL EDUCATION

Use a Variety of Models

Use Peer Coping Models

Explain That Perfection Is Not Required

Demonstrate Frequently

Repeat Verbal Cues During Demonstrations

Students Should Verbally Rehearse Cues

Give the Model Feedback During Demonstrations

Increase Motivation

Peer Teaching Instructional Model

Use Auditory Modeling with Temporal Tasks

Combine Reinforcement with Modeling to Enhance Prosocial Behaviors

SUMMARY

KEY CONCEPTS

APPLICATION EXERCISES

4 Moral Development

INTRODUCTION

DEFINING SPORTSPERSONSHIP AND MORAL REASONING

MORAL DEVELOPMENT THEORIES

Social Learning Theory

Structural Developmental Approaches

MORAL DEVELOPMENT RESEARCH

Age, Gender, and Moral Reasoning

Traditional Physical Education and Moral Development

Effectiveness of Social Learning and Structural Developmental Strategies

Instructional Models and Curricula Research

ENHANCING MORAL DEVELOPMENT IN PHYSICAL EDUCATION

Social Learning Strategies

Structural Developmental Strategies

Use an Instructional or Curricular Model That Addresses Prosocial Behaviors

SUMMARY

KEY CONCEPTS

APPLICATION EXERCISES

5 Achievement Goals

INTRODUCTION

PRINCIPLES OF ACHIEVEMENT GOAL THEORY

Goal Perspectives

Dispositional Goal Orientations

Motivational Climate

Approach and Avoidance Goals

ACHIEVEMENT GOAL RESEARCH

Manipulating the Motivational Climate

Changing Goal Orientations

Positive Affect

Student Behaviors

Self-Perceptions

Attributions

Beliefs About the Purpose of Physical Education

Participation in Physical Education

Student Perceptions of Teacher Behavior

Gender

Approach and Avoidance Goals in Physical Education

MEANS OF ENHANCING TASK INVOLVEMENT IN PHYSICAL EDUCATION

Use Stations

Use the Games Stages

Help Students Set Individual, Short-Term Goals

Use Alternative Assessments

Offer Students Choices

SUMMARY

KEY CONCEPTS

APPLICATION EXERCISES

6 Self-Perceptions

INTRODUCTION

SELF-PERCEPTION TERMS

SELF-PERCEPTION THEORIES

Competence Motivation Theory

Self-Efficacy Theory

SELF-PERCEPTIONS RESEARCH

Student Characteristics

Accuracy of Self-Perceptions

Sources of Competence Information

Psychological Factors Related to Self-Perceptions

Self-Perceptions and Motivated Behaviors

Self-Perceptions and Physical Activity Participation

Self-Perceptions and Instructional Models

MEANS OF ENHANCING SELF-PERCEPTIONS IN PHYSICAL EDUCATION

Help Students Experience Success

Teach Students to Use Imagery

Teach Students Arousal Regulation Techniques

Offer Students a Choice of Coed or Same-Sex Classes/Units

SUMMARY

KEY CONCEPTS

APPLICATION EXERCISES

7 Attributions

INTRODUCTION

ATTRIBUTION THEORY

Classifications of Attributions

Consequences of Attribution Classifications

Attributions and Motivation

The Attribution Process

The Developmental Nature of Attributions

LEARNED HELPLESSNESS

Pervasiveness and Permanence of Learned Helplessness

Mediators of Controllability

ATTRIBUTION RESEARCH

Student Characteristics

Consequences of Attribution Types

LEARNED HELPLESSNESS RESEARCH

Types of Attributions

Age

Task Persistence

Goal Orientations

ATTRIBUTION RETRAINING

TEACHER EXPECTATIONS RESEARCH

Performance Cues

Person Cues

Variables Affected by Teacher Expectations

Expectancy Process Reminders

PRACTICAL IMPLICATIONS FOR PHYSICAL EDUCATION

Become Aware of Students’ Attributions

Identify Learned Helpless Students

Conduct Attribution Retraining Sessions

Develop Accurate, Realistic, and

Monitor Your Attributions for Student Performance Outcomes

Make Adaptive Attributions for Student Performance Outcomes

Provide Equal Opportunities for Students

Create Leadership and Responsibility Roles for Students

Develop Realistic but Optimistic Expectations for Attribution Change

SUMMARY

KEY CONCEPTS

APPLICATION EXERCISES

8 Interest and Value

INTRODUCTION

TYPES OF INTEREST

Personal Interest

Situational Interest

VALUE

RESEARCH ON INTEREST AND VALUE

Relationships to Achievement and Performance

Relationships to Motivated Learning Behaviors and Intentions

Student Characteristics Related to Interest and Value

Sources of Subjective Task Value

Dimensions of Situational Interest

MEANS OF ENHANCING INTEREST IN AND VALUE FOR PHYSICAL EDUCATION

Personal versus Situational Interest

Meet Students’ Personal Interests

Catch Interest with Technology

Hold Interest with Personal Meaning

Offer Novel Activities

Challenge Students Cognitively

Arouse Students’ Intention to Explore

Use a Different Instructional Model

Create a Content Development

Use Teaching by Invitation and Intratask Variations

Diminish Gender-Role Stereotyping

SUMMARY

KEY CONCEPTS

APPLICATION EXERCISES

9 Motivation

INTRODUCTION

MOTIVATION DEFINED

SELF-DETERMINATION THEORY

Intrinsic Motivation

Extrinsic Motivation

Amotivation

Consequences of the Motivational Orientations

Role of the Social Context

The Motivational Process in Self-Determination Theory

MOTIVATION RESEARCH

Student Characteristics

Motivational Orientations and Consequences

Need Satisfaction and Motivation

Social Context

STRATEGIES TO INFLUENCE STUDENT MOTIVATION POSITIVELY IN PHYSICAL EDUCATION

Moving Students from Amotivation to Intrinsic Motivation

Reduce Students’ Body Image Concerns

Establish Strong Teacher-Student Relationships

Emphasize the Cooperation Within Competition

Promote an Incremental View of Ability

Establish a Structured Learning Environment

SUMMARY

KEY CONCEPTS

APPLICATION EXERCISES

10 Physical Activity and Lifestyle Enhancement

INTRODUCTION

THE YOUTH PHYSICAL ACTIVITY PROMOTION MODEL

Predisposing Factors

Reinforcing Factors

Enabling Factors

Personal Demographics

Designing Interventions

YOUTH PHYSICAL ACTIVITY RESEARCH

Does Early Participation Lead to Participation Later in Life?

Demographics

Predisposing Factors

Reinforcing Factors

Enabling Factors

The Impact of Physical Education on Physical Activity Levels

Other Interventions to Enhance Students’ Overall Physical Activity Levels

ENHANCING STUDENT PHYSICAL ACTIVITY LEVELS

Increase Physical Activity Levels During Physical Education Class

Emphasize Physical Activity over Physical Fitness

Teach Students Self-Management Skills

Inform Students About Physical Activity Opportunities Available Outside of School

Promote Peer Involvement

Ensure All Students Are Included

Identify Religious and Cultural Principles Related to Physical Activity

Model a Physically Active Lifestyle

Include Lifetime Physical Activities

Collaborate with Other School Staff

Increase Physical Activity Opportunities at School

Involve Parents/Caretakers and Other Family Members

Encourage Active Transport to School

SUMMARY

KEY CONCEPTS

APPLICATION EXERCISES

Appendix A

A.1 Survey to Determine Elementary Students’ Perceptions of Rewards

A.2 Form for Assessing Prosocial Behaviors in Physical Education

A.3 Scoring Sheet for a Daily Point System for Sport Education Units

A.4 Goal-Setting Sheet

A.5 Closed-Response Exit Slip

A.6 “Getting to Know You” Survey

A.7 “Reasons for Outcomes” Form

A.8 Unlimited-Choice Survey to Identify Students’ Personal Ac...