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S. Rostboell
Inclusive Physical Education
Faculty of Social Science and Pedagogy
Inclusive Physical Education, with a Focu...
Faculty of Social Science and Pedagogy
S. Rostboell
Basis for the study
The 2014 school reform in Denmark
• Focus on more ...
Faculty of Social Science and Pedagogy
S. Rostboell
The state of PE in Denmark
today
1. Lack of clearly stated objectives
...
Faculty of Social Science and Pedagogy
S. Rostboell
Aim of the Study
• To study what determines the intrinsic motivation o...
Faculty of Social Science and Pedagogy
S. Rostboell
Theory
Self- Determination Theory, SDT (Ryan & Deci 2002)
Sense of Aut...
Faculty of Social Science and Pedagogy
S. Rostboell
Method/empirical data
collection
• Non-participatory observation and
s...
Faculty of Social Science and Pedagogy
S. Rostboell
Teaching programme
requirements
• Pupils must have an opportunity to i...
Faculty of Social Science and Pedagogy S. Rostboell
Results
Key findings, SDT
Autonomy
• Co-determination
• Meaning making...
Faculty of Social Science and Pedagogy
S. Rostboell
Autonomy, quotations
Co-determination
“It means something that the tea...
Faculty of Social Science and Pedagogy
S. Rostboell
Competence, quotations
Suitable challenge
 “Yes, I actually thought… ...
Faculty of Social Science and Pedagogy
S. Rostboell
Relatedness, quotations
Cooperation
“...I also think that it was becau...
Faculty of Social Science and Pedagogy
S. Rostboell
Inclusive PE
Inclusive
PE
Variation
- activities
- methods
Teaching
ob...
Faculty of Social Science and Pedagogy
S. Rostboell
References
• Berghe, L. V. D., Vansteenkiste, M., Cardon, G., Kirk, D....
Faculty of Social Science and Pedagogy
S. Rostboell
Exemplary programme
Target
group
Physical
setting
Autonomy Compe-
tenc...
www.phmetropol.dk
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Inkluderende idrætsundervisning inclusive pe final ecss

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Forskningsprojektet Inkluderende Idrætsundervisning

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Inkluderende idrætsundervisning inclusive pe final ecss

  1. 1. S. Rostboell Inclusive Physical Education Faculty of Social Science and Pedagogy Inclusive Physical Education, with a Focus on Autonomy, Competence and Relatedness Rostboell, S.; Oestergaard, C.; Mouritzen, P.; Hinrichsen, L.; Piaster T.; Gade K. Metropolitan University College, Faculty of Social Science and Pedagogy
  2. 2. Faculty of Social Science and Pedagogy S. Rostboell Basis for the study The 2014 school reform in Denmark • Focus on more physical activity • Focus on inclusion
  3. 3. Faculty of Social Science and Pedagogy S. Rostboell The state of PE in Denmark today 1. Lack of clearly stated objectives 2. Debate about ball games (competition rather than cooperation) 3. Girls participate less than boys 4. Lack of co-determination 5. PE as a recreational subject rather than a subject that involves learning The Danish Evaluation Institute (2004), von Seelen (2012)
  4. 4. Faculty of Social Science and Pedagogy S. Rostboell Aim of the Study • To study what determines the intrinsic motivation of selected girls • To study the degree to which a Self-determination Theory (SDT)-based teaching strategy can enhance the girls’ intrinsic motivation • To define what inclusive physical education involves
  5. 5. Faculty of Social Science and Pedagogy S. Rostboell Theory Self- Determination Theory, SDT (Ryan & Deci 2002) Sense of Autonomy, Competence and Relatedness Intrinsic Motivation
  6. 6. Faculty of Social Science and Pedagogy S. Rostboell Method/empirical data collection • Non-participatory observation and selection of girls (7 classes) (6th-7th grades), 4 schools • Focus group interviews (18 girls) Before • Teaching programmes in PE conducted by six undergraduate students • Qualitative in-depth interviews (16 girls) • Non-participatory observation (7 classes) During the 7 weeks intervention • Follow up focus group interviews (18 girls)After
  7. 7. Faculty of Social Science and Pedagogy S. Rostboell Teaching programme requirements • Pupils must have an opportunity to influence the lesson objectives. (Autonomy) • Pupils must have an opportunity to reflect on the content and objectives during the course of programme. (Autonomy) • Pupils must be given an opportunity to achieve selected learning goals for physical education. (Competence) • Classes must include work that fosters cooperation in groups of different sizes and composition. (Relatedness) • Instructors must practice appreciative pedagogy in their teaching. (Relatedness) (Berghe 2014)
  8. 8. Faculty of Social Science and Pedagogy S. Rostboell Results Key findings, SDT Autonomy • Co-determination • Meaning making Related- ness • Cooperation in small groups • Good relationship with the teacher Compe- tence • Suitable challenge • Achievement of skills
  9. 9. Faculty of Social Science and Pedagogy S. Rostboell Autonomy, quotations Co-determination “It means something that the teacher listens to wishes about content. Then you’re more active.” Meaning making “…when you yourself decide, then, of course, you’re also deciding what you want to do (,) and want to learn something more about. For example, if you would like to learn to do the splits, well, so then (,) you learn to do them...it is becoming more exiting..”
  10. 10. Faculty of Social Science and Pedagogy S. Rostboell Competence, quotations Suitable challenge  “Yes, I actually thought… I also watched them at home one night, then I watched them all, then I thought how much we’ve learned from the start until now. It’s going much better; that’s really cool.” (Talking about video takes from the PE class) Achievement of skills “…I’ve got my own moves under control (,) how I, like, move myself to the music and such (,) I’ve got better balance when I dance, and then I’ve worked well together with somebody I sometimes find a little irritating.”
  11. 11. Faculty of Social Science and Pedagogy S. Rostboell Relatedness, quotations Cooperation “...I also think that it was because I was, like, playing with someone I knew...” “I think it’s more fun to be put together with somebody you didn’t pick yourself (,) because then if, for example, the person is someone I’m not together with so often (,) then it becomes fun (,) because then you also see how others work.” Relationship with the teacher “Well, I like that she feels a bit (,) or she feels that she is like a mother to the class, you know? And that’s so (,) then she hugs and kisses you on the forehead and stuff (,) it’s pretty nice.” “…he knows what we’re supposed to do (,) and, like, when we’re going to do it and he doesn’t just say ‘so what do you want to do now?’”
  12. 12. Faculty of Social Science and Pedagogy S. Rostboell Inclusive PE Inclusive PE Variation - activities - methods Teaching objectives The teacher - competent - appreciative - involvedCooperation in small groups Achievement of skills Co- determination
  13. 13. Faculty of Social Science and Pedagogy S. Rostboell References • Berghe, L. V. D., Vansteenkiste, M., Cardon, G., Kirk, D., Haerens, L. (2014): Research on self-determination in physical education: key findings and proposals for future research. Physical Education & Sport Pedagogy. Vol. 19 Issue 1, p97-121. • Danmarks Evalueringsinstitut (2004): Idræt i folkeskolen – Et fag med bevægelse. Danmarks Evalueringsinstitut. • Deci, E.L., and R.M. Ryan. 2002. Handbook of self-determination research. Rochester: The University of Rochester Press. • Von Seelen, J. (2012) Læring, praksis og kvalitet i idrætstimerne. Et multiple- case studie. Institut for Idræt og Biomekanik, Syddansk Universitet, Ph.d. afhandling.
  14. 14. Faculty of Social Science and Pedagogy S. Rostboell Exemplary programme Target group Physical setting Autonomy Compe- tence Related- ness 14 immigrant girls 7th grade A small gym with mirrors on the walls Co- determination Self-selected activity (gymnastics) Clear learning objectives Learning Skills Cooperation The teacher: competent, involved and appreciative Work in small groups: Helpfulness, trust and security “because, um, I think I just felt secure when M also helped me with getting up”
  15. 15. www.phmetropol.dk

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