Teacher Physical Education Major Factor in Motivating Pupils
Introduction: Motivation is closely related to creating an active attitude and
ensures more active involvement of pupils in the learning process, where it
increases the security of the individual’s vital involvement in general physical
education activities. This requires the teacher to look for more innovative
methods to ensure that students are actively involved in the learning organization
process. The purpose of this paper review is to analyze literature in
the field of teaching psychology as well as from the field of teaching, with
a spectrum related to their motives, attitudes and connections with teacher
strategies, to provide an analysis with conclusions on the most appropriate
ways which would help improve the active involvement of pupils in physical
education. Methodology: In order to fulfill this review are using methods
of literature analysis, and is made combination and comparison of data from
various works and projects of authors varied. To successfully realize this
review paper we studied and analyzed the contemporary scientific literature
provided by various Internet-based research sectors such as: “Jab Ref” “Pub
Med” “Google Scholar” “Medline” “Sports Discuss” and “Research Gate”.
The methods used are: literature analysis, physical activity statistics, conclusions
and recommendations. Conclusions and recommendations: all the literature
used can be clearly seen the importance of understanding motivation,
and the factors on which it depends on the teacher. The purpose of physical
education, ie the concept of physical education class has changed radically in all developed countries. Modern physical education should aim at strengthening
personal traits, in preparing for an active lifestyle not only at school, but
Ferrer-Caja, E. & Weiss, M.R. (2000) `Predictors of intrinsic
motivation among adolescent students in physical education’,
Research Quarterly for Exercise and Sport 71, p. 267-279.
Currani, V., & Zhurda, Y. (1996) Psikologjia sportive. Tiranë. p.
Standage, M., Duda, J.L., & Ntoumanis, N. (2006) `Students’
motivational processes and their relationship to teacher ratings
in school physical education. A self-determination theory approach’,
Research Quarterly for Exercise and Sport 77, p. 100-
Chartrand, T.L., & Bargh, J.A. (2002) `Nonconscious motivations:
Their activation, operation, and consequences’. Washington,
DC: American Psychological Association Press.
Standage, M., Gillison, F., & Treasure, D.C. (2007) `Self-determination
and motivation in physical education, Champaign, IL:
Human Kinetics. p. 71-85.
Ntoumanis, N. (2005) A prospective study of participation in
optional school physical education based on self-determination
theory, Journal of Educational Psychology 97, p. 444-453.
Reeve, J., Jang, H., Carrell, D., Jeon, S., & Barsh, J. (2004)
Enhancing students’ engagement by increasing teachers’ autonomy
support’, Motivation and Emotion 28, p. 147-69.
Tamo. A., Karaj, D., & Rapti, E. (2005) Mësimdhënia dhe të
nxënit. p. 147-148.
Taylor, I., & Ntoumanis, N. (2007) Teacher motivational strategies
and student self-determination in physical education’,
Journal of Educational Psychology 99, p. 747-60.
Mouratidis, M., Vansteenkiste, M., Lens, W., & Sideridis, G.
(2008) Motivating role of positive feedback in sport and physical
education: Evidence for a motivational model’, Journal of
Sport and Exercise Psychology 30, p. 240-248.
Ogilvie, B.C. (1968) Psychological consistencies within the
personality of high level competitors. Journal of the American
Medical Association. p. 205.
Musai, B. (2003) Metodologji e mësimdhënies. p. 244-245.
Standage, M., & Gillison, F. (2007) Students’ motivational responses
toward school physical education and their relationship
to general self-esteem and health-related quality life. Psychology
of Sport and Exercise 8, p. 714-721.
Hagger, M.S., Chatzisarantis, N., Culverhouse, T., & Biddle, S.
(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, p. 784-795.
Chatzisarantis, N., & 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, p. 29-31.
Cavill, N., Biddle, S., & Sallis, J.F. (2001) Health enhancing
physical activity for young people. Statement of the United
Kingdom expert consensus conference’, Pediatric Exercise Science
, p. 24-25.
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
, p. 109-110.
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
, p. 59-63.
Fraboni, F., & Minerva, P. (2003) Manuali i pedagogjisë së
përgjithshme. p. 73-76
Morris, G., & Maisto, A. (2008) Psikologjia. CDE. Tiranë. p.
Ntoumanis, N. (2001) A self-determination approach to the understanding
of motivation in physical education’, British Journal
of Educational Psychology 71, p. 225-232.
Boiché, J., Sarrazin, P.G., Grouzet, E., Pelletier, L., & Chanal,
J.P. (2008) `Students’ motivational profiles and achievement
outcomes in physical education: A self-determination perspective’,
Journal of Educational Psychology 100, p. 688-689.