Advancing task involvement, intrinsic motivation and metacognitive regulation in physical education classes: the self-check style of teaching makes a difference

Papaioannou, Athanasios, Theodosiou, Argyris, Pashali, Marina and Digelidis, Nikolaos (2012) Advancing task involvement, intrinsic motivation and metacognitive regulation in physical education classes: the self-check style of teaching makes a difference. Advances in Physical Education, 3 (2). pp. 110-118. ISSN 2164-0386

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Abstract

It was hypothesized that “self-check” style of teaching would be more preferable in terms of creating a mastery-oriented climate, and promoting adaptive achievement goals, intrinsic motivation and metacognitive activity in physical education classes. Two hundred seventy-nine (N = 269) 6-grade students were randomly divided into two groups that were taught four consecutive physical education lessons of the same content following either “practice” or “self-check” styles of teaching respectively. Students responded on questionnaires prior and after the intervention. Results revealed significant interactions between groups and measurements. Students in the “self-check” style group scored higher in scales measuring mastery-oriented climate, mastery goal, intrinsic motivation and metacognitive processes and lower in scales measuring performance-goals and performance-oriented motivational climate. These results underscore the importance of using styles of teaching that enhance opportunities for deep cognitive processing and promote mastery-goals and mastery-oriented climates.

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