文章基本信息

标题：Can an Autonomous Form of Peer Feedback in Physical Education Enhance Students’ Motivation?
本地全文：下载
作者：Lars Domino Østergaard 1 , Mikkel Curth
期刊名称：Advances in Physical Education
印刷版ISSN：2164-0386
电子版ISSN：2164-0408
出版年度：2014
卷号：04
期号：04
页码：190-201
DOI：10.4236/ape.2014.44023
语种：English
出版社：Scientific Research Publishing
摘要：This paper addresses the potential of creating a motivational climate by introducing an autonomous form of peer feedback as a way to enhance autonomy support, and by doing so motivate and stimulate students to engage in physical education. In an action research case study, 14 students (Male = 8, Female = 6) from a Danish sports folk high school were introduced to autonomy support by giving and receiving peer feedback during a volleyball unit. Qualitative data including student observations, interviews, and student self-report logbooks were analysed, and emergent factors such as the students own choice in the peer feedback situation, the challenges the students were confronted and the context, in which the feedback was given was related to the psychological needs autonomy, competences and relatedness. The conclusion of this study is that peer feedback not only motivates the students to engage in physical activities, but also contributes to students’ learning and improving of volleyball skills. Further research is needed to test the applicability of these results in other contexts.
关键词：Motivation; Psychological Needs; Autonomy; Physical Education; Peer Feedback