Student Characteristics and Motivation

1. Student Characteristics and Motivation

2. Solmon & Lee, 1995 • What student entry characteristics influence instruction and students’ willingness to participate in Physical Education? • Teaching does not automatically result in learning • The student is an active agent in the process • Entry Characteristics • Cognition

3. Solmon & Lee, 1995 Results & Discussion Low skilled students attended to instruction but did not have quality practice opportunities High skilled student did not attend to instruction but maximized their practice time High skilled students were able to detect errors, correct them, and had high levels of motivation More appropriate definitions of success may help lower skilled students find motivation

4. Ennis, et al., 1997 While article pertains to urban settings the same questions might be worth asking in all settings Examine the situational and personal contextual variables that increase or decrease student engagement Context: dynamic relationship among variables

5. Ennis, et al., 1997 Findings Students identified negative feelings about the content and class environment Fear and alienation fueled disengagement Reports that pe was embarrassing, boring, or irrelevant Teachers suggested that laziness and lack of interest sports other than basketball were the reasons students were disengaged

6. Ennis, et al., 1997 Findings Teachers believed that disengagement and dislike for physical activity led to student misbehavior and retaliated with punitive measures Both Students and Teachers felt fear and isolation, and alienation due to an increase in violence in the school When teachers began to create learning and teaching environments that were meaningful to students, students became more engaged

7. Carlson, 1995 Examines the feelings and actions of “alienated” students Alienation is the persistent negative feelings some student associate with physical education (relevance, powerlessness, isolation) Bottom line: students must feel a sense of meaning, have some control, and must feel a sense of belonging

8. Carlson, 1995 • Student responses to alienation: • Hiding disillusions • Being a spectator • Becoming Wallflowers • Faking • Self-Banishment

9. Carlson, 1995 • How can you combat alienation? • Help students find personal meaning in activities • Helps students create a climate where all students feel as though they belong and feel successful • Provide students with substantive choices that foster a feeling of empowerment

10. Take Home Messages You are only one part of the equation that leads to student learning Focus your definition of success on what students find meaningful and on task mastery rather than on proficiency Continually check in with students to find out what is important to them- sometimes they are your best resources for making changes