Using Multiple Activity Choices to Impact Student Motivation, Skill Acquisition, and Student Preference in Physical Education.
Date of Award
Winter 12-9-2024
Document Type
Dissertation
Degree Name
Doctor of Kinesiology (EdD)
Department
Kinesiology
First Advisor
Stephen Ross
Second Advisor
Matthew Buns
Third Advisor
Diane Harr
Abstract
This study investigated the use of multiple activity choices and their impact on student motivation, skill acquisition, and student preference in physical education. A quantitative survey and a pre and post-test were conducted from a population of 31 (18 girls and 13 boys) fifth and sixth-grade students in a physical education classroom throughout four class periods. Results did not show a positive correlation between the preferred level of autonomy and motivation. Similar results also showed a lack of a positive correlation between preferred level of autonomy and skill acquisition. The data also showed that motivation did not have a positive correlation with skill acquisition or preference of the approach to physical education. However, the results did indicate that preferred level of autonomy had a positive correlation with preference of the approach to physical education. Additionally, student surveys indicated that choice-based learning and physical education as fun, pleasure, and entertainment were the preference among students. The researcher concluded that while four of the five hypotheses were not statistically significant, student opinion on choice-based learning should play a role in forming curriculum and therefore be incorporated into physical education when deemed effective and appropriate by the teacher.