Motivation and a game-based approach in the elementary school: An intervention study.
Author(s):
Athanasia Chatzipanteli (submitting) Angeliki Tsiakara (presenting) Nikolaos Digelidis Christos Karatzoglidis
Conference:
ECER 2013
Network:
21. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Format:
Poster

Session Information

ERG SES D 11, Poster Session

Poster Session

Time:
2013-09-09
13:30-15:00
Room:
A-206
Chair:
Norman Brady

Contribution

Researchers agree that an effective way to promote a positive attitude towards PE and physical activity is intrinsic motivation (Deci & Ryan, 2000; Papaioannou, Bebetsos, Theodorakis, Christodoulidis, & Kouli, 2006) which based on taking pleasure in an activity, excitement of doing so, effort and persistence during learning (Niemiec & Ryan, 2009). Researchers found that approaches in which students are at the heart of learning process could enhance enjoyment and intrinsic motivation. Teaching games for understanding (TGfU) is an approach to games teaching where participants are learning by focusing on the spirit of the game. This tactical model is modified games (small sided, equipment, etc) which provide opportunities for the students to develop greater understanding of the game by playing.  Seventy-one students aged 11-12 years old children participated in the study. Students were divided into two groups: i) the experimental group consisted of 29 students (13 boys and 16 girls) and ii) the control group of 42 students (19 boys and 23 girls). Teachers in the intervention classes applied the game-based approach (TGfU) and in the control group applied the skill-focused approach to teaching basketball. Motivation and lesson satisfaction were assessed pre and post-intervention using questionnaires. Repeated measures analysis showed that there were statistically significant differences on intrinsic motivation and lesson satisfaction where the experimental group had higher scores than the control one. The results imply that a game-based approach is a great way to improve intrinsic motivation and enjoyment in elementary school. 

Method

Seventy-one students aged 11-12 years old children participated in the study: 29 (13 boys and 16 girls) in the experimental group and 42 (19 boys and 23 girls) in the control group. Teachers in the intervention classes applied the game-based approach (TGfU). According to this approach, teachers using appropriate pedagogical tools such as questioning guide students on learning what to do by using modified game forms (e.g., adapting equipment, playing areas) in order to reduce the demands of its complexity. The game situation was the starting point for each lesson. Motor skills were introduced and practiced when required in the game situation. In the control group, there was no intervention and the teaching approach focused on the acquisition of motor skills included in the curriculum for the basketball session. The study lasted four weeks, during which the pupils received eight lessons of 45 minutes basketball instruction. Motivation and lesson satisfaction were assessed pre and post-intervention using: a) Intrinsic and extrinsic motivation scale which was developed by Guay, Vallerand and Blanchard (2000) and b) Lesson satisfaction scale which was developed by Duda and Nicholls (1992). Both questionnaires has been adapted for Greek population by Papaioannou, Milosis, Kosmidou and Tsigilis (2002).

Expected Outcomes

The results from data analysis revealed the importance of teaching sports via a game-based approach in enhancing intrinsic motivation and lesson satisfaction. Repeated measures revealed significant interactions between measurement and group on intrinsic motivation (F(1, 67) = 4,23, p < .05) and lesson satisfaction (F(1, 67) = 10,11, p < .05). Given that the data were collected from elementary school students in their actual classroom settings we can conclude that learners are more motivated and enjoy learning through playing games as other researchers have observed (Griffin, Oslin, & Mitchell, 1995). So, a game-based approach is an alternative-effective method to teach games in order to promote a positive attitude towards PE and physical activity.

References

Deci, E. L & Ryan, R. M. (2000). Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being, American Psychologist 55(1), 68–78. Duda, J. L., & Nicholls, J. G. (1992). Dimensions of achievement motivation in schoolwork and sport. Journal of Educational Psychology, 84, 1-10. doi:10.1037/0022-0663.84.3.290 Griffin, L., Oslin, J. & Mitchell, S. (1995). An analysis of two instructional approaches to teaching net games. Research Quarterly for Exercise and Sport, 66 (Suppl.), pp. 65-66. Guay, F., Vallerand, R. J., & Blanchard, C. M. (2000). On the assessment of situational intrinsic and extrinsic motivation: The Situational Motivation Scale (SIMS). Motivation and Emotion, 24, 175-213. Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice. Theory and Research in Education, 7, 133-144 Papaioannou, A., Bebetsos, E., Theodorakis, Y., Christodoulidis, T. & Kouli, O. (2006). Causal Relationships of Sport and Exercise Involvement with Goal Orientations,Perceived Competence and Intrinsic Motivation in Physical Education: A Longitudinal Study, Journal of Sports Sciences 24(4), 367–82. Papaioannou, A., Milosis, D., Kosmidou, E., & Tsigilis, N. (2002). Multidimentional structure of goal orientations: the importance of adopting a personal developmental goal in physical education. Psichologia, 9, 494-513.

Author Information

Athanasia Chatzipanteli (submitting)
University of Thessaly
DPESS
Trikala
Angeliki Tsiakara (presenting)
University of Thessaly, Greece
Nikolaos Digelidis
University of Thessaly, Greece
Christos Karatzoglidis
University of Thessaly, Greece

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