The Social Context as a Determinant of Teacher Motivational Strategies in Physical Education

THE SOCIAL CONTEXT AS 2

Abstract

The purpose of the study was to provide an in-depth analysis of how Physical Education (PE)
teachers perceive the social context to influence the motivational strategies that they use
towards students. Semi-structured interviews of 22 PE teachers were examined using
categorical content analysis. The teachers perceived that an emphasis on student assessment
and the time constraints associated with PE lessons influenced their motivational strategies
towards students; however, these strategies often conflicted with the teachers’ beliefs about
the most appropriate motivational strategies. The teachers’ own performance evaluations and
pressure to conform to other teachers’ methods also influenced the teachers’ motivational
strategies, but these influences were often congruent with their teaching beliefs. Additionally,
the teachers discussed how perceived cultural norms associated with the teacher-student
relationship impacted upon their chosen motivational strategies. These cultural norms were
reported by different teachers as either in line, or in conflict with their teaching beliefs.
Finally, the influence of the teachers’ perceptions of their students helped produce strategies
that were congruent with their beliefs, but often different to empirically suggested strategies.
Consequently, it is important that teacher beliefs are targeted in education programs and that
the teaching context aid in facilitating adaptive motivational strategies.

Keywords: Self-determination theory, categorical content analysis, teaching context.

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