The document summarizes a study on inclusive physical education in Denmark. It discusses (1) the motivation for the study based on a school reform focusing on inclusion and physical activity, (2) issues with physical education in Denmark today based on previous research, and (3) the aim and methodology of the study, which used a Self Determination Theory approach to enhance girls' intrinsic motivation. Key findings showed autonomy, competence, and relatedness factors like co-determination, suitable challenges, and cooperation positively impacted motivation. The conclusion discusses elements of inclusive physical education.

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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. www.phmetropol.dk