MOTIVACIONE ORIJENTACIJE UČENIKA OSNOVNE ŠKOLE U NASTAVI FIZIČKOG VASPITANJA

Volume 9, Issue 2 (2019)

NIKOLA LUKIĆ, VELJKO VUKIĆEVIĆ, GOJKO ŠKUNDRIĆ, SLOBODAN VIGNJEVIĆ

Apstrakt:

Fizičko vaspitanje se smatra povoljnim kontekstom za ostvarivanje značajnih obrazovnih ishoda i promociju fi zičke aktivnosti kod dece i mladih. Realni dometi nastave fi zičkog vaspitanja umnogome zavise od motivacije učenika. Teorija samoodređenja kao svojevrsna makroteorija motivacije, nudi zahvalan okvir za razumevanje motivacije učenika u nastavi fi zičkog vaspitanja. Na uzorku od 121-og učenika, od petog do sedmog razreda i istih učenika nakon godinu dana primenjen je upitnik samoregulacije u cilju ispitivanja motivacionih orijentacija učenika. Anketiranje učenika je realizovano na času fi zičkog vaspitanja u OŠ “Branko Radičević” u Odžacima. Na osnovu rezultata motivacionih orijentacija učenika dobijenih t-testom za zavisne uzorke, utvrđeno je da postoje statistički značajne razlike u identifi kovanoj regulaciji i intrinzičnoj motivaciji, dok su kod ostalih tipova motivacije razlike male, ali ne i statistički značajne. Posmatrajući razlike između dečaka i devojčica na inicijalnom i fi nalnom merenju u motivacionim orijentacijama u nastavi fi zičkog vaspitanja, u nemotivisanosti su dobijene statistički značajne razlike samo na fi nalnom merenju. Kod eksterne regulacije nije bilo promena, dok je kod introjektovane regulacije došlo do promena samo na fi nalnom merenju. Kod identifi kovane regulacije i intrinzične motivacije rezultati su pokazali da postoje statistički značajne razlike i na inicijalnom i na fi nalnom merenju. Kada su u pitanju samo dečaci, statistički značajne razlike su dobijene u identifikovanoj regulaciji i intrinzičnoj motivaciji. Kada je reč samo o devojčicama, statistički značajne razlike su i kod njih postojale u identifi kovanoj regulaciji i intrinzičnoj

motivaciji, ali i u introjektovanoj regulaciji i nemotivisanosti, dok razlika jedino nije postojala u eksternoj regulaciji.

Ključne riječi:

motivacione orijentacije, učenici, osnovna škola, fizičko vaspitanje.

Puni tekst:

PDF

DOI:

http://dx.doi.org/

Reference:

Ames, C. (1990). Motivation: What teachers need to know. Teachers college record, 91(3), 409-421.

Biddle, S. (2001): Motivation for physical activity in young people: entity and incremental beliefs about athletic ability. Journal of SportsSciences 21(1), 973-989.

Brooks, F., & Magnusson, J. (2006). Taking part counts: adolescents’ experiences of the transition from inactivity to active participation in school-based physical education. Health education research, 21(6), 872-883.

Buišić, S., Cvejić, D., & Ćuruvija D, D. (2016). Motivacija za nastavu fi zičkog vaspitanja učenika mlađeg školskog uzrasta. Nastava i vaspitanje, 65(2), 297-308. [in Serbian]

Chatzisarantis, N. L., & Hagger, M. S. (2009). Effects of an intervention based on self-determination theory on self-reported leisure-time physical activity participation. Psychology and Health, 24(1), 29-48.

Coakley, J., & White, A. (1992). Making decisions: Gender and sport participation among British adolescents. Sociology of sport journal, 9(1), 20-35.

Cox, A. E., Smith, A. L., & Williams, L. (2008). Change in physical education motivation and physical activity behavior during middle school. Journal of adolescent health, 43(5), 506-513.

Cury, F., Biddle, S., Famose, J. P., Sarrazin, P., Durand, M., & Goudas, M. (1996). Personal and situational factors infl uencing intrinsic interest of adolescent girls in school physical education: A structural equation modelling analysis. Educational Psychology, 16(3), 305-315.

Deci, E. L., Cascio, W. F., & Krusell, J. (1975). Cognitive evaluation theory and some comments on the Calder and Staw critique. Journal of personality and social psychology, 31(1), 81-85.

Deci, E. L., & Ryan, R. M. (1985). The general causality orientations scale: Self-determination in personality. Journal of research in personality, 19(2), 109-134.

Đorđić, V., & Tumin, D. (2008). Da li su devojčice’problem’u nastavi fi zičkog vaspitanja. Pedagogija, 63(4), 652-665. [in Serbian]

Egli, T., Bland, H. W., & Czech, D. R. (2011). Infl uence of age, sex, and race on college students’ exercise motivation of physical activity. Journal of American college health, 59(5), 399-406.

Gorely, T., Duncombe, R., Edwardson, C., Musson, H., Kay, T., Sandford, R., & Jeanes, R. (2011). Does activity-related social support differ by characteristics of the adolescent. Journal of Physical Activity and Health, 11(3), 574-580.

Goudas, M., Biddle, S., & Fox, K. (1994). Perceived locus of causality, goal orientations, and perceived competence in school physical education classes. British Journal of Educational Psychology, 64(3), 453-463.

Hagger, M. S., Chatzisarantis, N. L., Culverhouse, T., & Biddle, S. J. (2003). The processes by which perceived autonomy support in physical education promotes leisure-time physical activity intentions and behavior: a trans-contextual model. Journal of educational psychology, 95(4), 784-795.

Hardman, K. (2007): Situation and sustainability of physical education in schools: A global perspective. Journal of Sport Sciences, 19(1), 1-22. Hardman, K. (2008). Physical education in schools: a global perspective. Kinesiology: International journal of fundamental and applied kinesiology, 40(1), 5-28.

Ikeda, T., Aoyagi, O., Han, N. I., Choi, T. H., Koo, K. S., & Seo, Y. H. (2018). Motivation towards Physical Activity in Late Childhood. 26(3), 265-272.

Jorgić, B., & Veselinović, N. (2008). Izostajanje učenika sa časova fi zičkog i zdravstvenog vaspitanjau niškim gimnazijama. Nastava i vaspitanje, 57 (2), 175-183. [in Serbian]

Lonsdale, C., C.M. Sabiston, T.D. Raedeke, A.S.C. Ha & R.K.W. Wum (2009): Self-determined motivation and students’ physical activity during structured physical education lessons and free choice periods, Preventive Medicine, 48 (1), 69-73.

Mouratidis, A., Vansteenkiste, M., Lens, W., & Sideridis, G. (2008). The motivating role of positive feedback in sport and physical education: evidence for a motivational model. Journal of sport & exercise psychology, 30(2) 240-268.

National Center for Health Statistics (2001): Healthy people 2000: fi nal review. Hyattsville, Maryland: Public Health Service.

Ntoumanis, N. (2001). A self-determination approach to the understanding of motivation in physical education. British journal of educational psychology, 71(2), 225-242.

Ntoumanis, N. (2002). Motivational clusters in a sample of British physical education classes. Psychology of Sport and Exercise, 3(3), 177-194.

Ntoumanis, N., Pensgaard, A. M., Martin, C., & Pipe, K. (2004). An idiographic analysis of amotivation in compulsory school physical education. Journal of sport and exercise psychology, 26(2), 197-214.

Ntoumanis, N. (2005). A prospective study of participation in optional school physical education using a self-determination theory framework. Journal of educational psychology, 97(3), 444.

Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic defi nitions and new directions. Contemporary educational psychology, 25(1), 54-67.

Ryan, R. M. & Deci, E. L. (2002). Overview of self-determination theory: An organismic dialectical perspective. Handbook of self-determination research, 3-33.

Scruggs, P. W., Beveridge, S. K., Eisenman, P. A., Watson, D. L., Shultz, B. B., & Ransdell, L. B. (2003). Quantifying physical activity via pedometry in elementary physical education. Medicine and Science in Sports and Exercise, 35(6), 1065-1071.

Sevil, J., Sánchez-Miguel, P. A., Pulido, J. J., Práxedes, A., & Sánchez-Oliva, D. (2018). Motivation and Physical Activity: Differences Between High School and University Students in Spain. Perceptual and motor skills, 125(5), 894-907.

Standage, M., Duda, J. L., & Ntoumanis, N. (2003). A model of contextual motivation in physical education: Using constructs from self-determination and achievement goal theories to predict physical activity intentions. Journal of educational psychology, 95(1), 97-110.

Standage, M., Duda, J. L., & Ntoumanis, N. (2005). A test of self-determination theory in school physical education. British Journal of Educational Psychology, 75(3), 411-433.

Standage, M., & Gillison, F. (2007). Students’ motivational responses toward school physical education and their relationship to general selfesteem and health-related quality of life. Psychology of Sport and Exercise, 8(5), 704-721.

Vallerand, R. J., & Losier, G. F. (1999). An integrative analysis of intrinsic and extrinsic motivation in sport. Journal of applied sport psychology, 11(1), 142-169.

Vallerand, R. J., & Ratelle, C. F. (2002). Intrinsic and extrinsic motivation: A hierarchical model. Handbook of self-determination research, 12(8), 37-63.

Van Wersch, A., Trew, K., & Turner, I. (1992). Post-primaty school pupils’interest in Physical education: age and gender differnces. British Journal of Educational Psychology, 62(1), 56-72.

Vilhjalmsson, R., & Thorlindsson, T. (1998). Factors related to physical activity: a study of adolescents. Social Science & Medicine, 47(5), 665-675.

Weiss, M.R. & A..J. Amorose (2008): Coaching behaviors, motivational climate, and psychosocial outcomes among female adolescent athletes. Pediatric exercise science, 21(4), 475-492.

Xiang, P., McBride, R., Guan, J., & Solmon, M. (2003). Children’s motivation in elementary physical education: An expectancy-value model of achievement choice. Research quarterly for exercise and sport, 74(1), 25-35.

Yli-Piipari, S., Watt, A., & Nurmi, J. E. (2009). Relationships between physical education students’ motivational profi les, enjoyment, state anxiety, and self-reported physical activity. Journal of sports science & medicine, 8(3), 327-336.

Yli-Piipari, S., Jaakkola, T., & Watt, A. (2011). The role of peer groups in male and female adolescents’ task values and physical activity. Psychological Reports, 108(1), 75-93.

Žunić, Ž. (2012). Motivacione orijentacije učenika u nastavi fi zičkog vaspitanja. Diplomski rad. Novi Sad: Fakultet sporta i fi zičkog vaspitanja. [in Serbian]