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Self-determination Theory in PE
Self-determination Theory in PE
Autonomy, Relatedness, and Competence
The three key components of Self-Determination Theory are competence, relatedness, and autonomy.
Competence involves feeling skilled and effective in undertaking activities, as described by Deci & Ryan in 1985.
Relatedness pertains to the degree to which an individual feels connected to others, encompassing a sense of belonging both within their community and with other individuals, as outlined by Ryan & Deci in 2000.
Autonomy refers to the extent to which individuals see themselves as the originators of their actions and responsible for initiating those actions, also detailed by Ryan & Deci in 2000.
These three principles are crucial for enhancing student motivation in PE, according to Sun et al., 2017. Teachers should incorporate these elements into their lesson planning to foster autonomy, cultivate competence, and enhance relatedness among students and between students and teachers, thereby increasing self-determination (Sun et al., 2017).
What are some steps that you can take?
What are some steps that you can take?
Autonomy:
Offer students choices, such as different exercises, games, or activities of varying levels, and options between competitive or recreational play.
Present activities as optional rather than mandatory.
Give students various options for summative assessments, like presentations, papers, or exams, or allow them to choose project-based learning.
Competence:
Ensure high-quality instruction and demonstrations, particularly with new or complex movements and concepts.
Use formative assessments to verify understanding before moving on.
Provide frequent, specific feedback.
Adapt fitness assessments to suit different ability levels, for example, modified pull-ups for assessing upper body strength endurance (refer to the Brockport Physical Fitness Test Manual).
Introduce intra-task variations to focus on the same motor skills with different task variations.
Relatedness:
Foster a classroom atmosphere that encourages positive interactions among students and between students and the teacher.
Strategically create groups, either homogeneous (similar abilities, knowledge, or interests) or heterogeneous (varied abilities, knowledge, or interests), depending on the activity.
Always encourage students and deliver feedback in a positive manner.
Build relationships with students by engaging with their interests, goals, and preferences.
Employ teaching styles that involve students teaching each other and assessing themselves.
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