Pupils' motivational and emotional responses to pedagogies of affect in physical education in Scottish secondary schools

Cara A. Lamb, Eishin Teraoka, Kimberly L. Oliver, David Kirk

Research output: Contribution to journalArticlepeer-review

6 Downloads (Pure)

Abstract

This paper reports on the findings of two studies concerned with pupils' motivational and emotional responses to pedagogies of affect in physical education in Scottish secondary schools. Pedagogies of affect explicitly focus on learning in the affective domain, or what is known in Scotland’s Curriculum for Excellence (CfE) as 'personal qualities'. Personal qualities include motivation, confidence and self-esteem, determination and resilience, responsibility and leadership, respect and tolerance, and communication. In one study, led by Teraoka, the researchers explored the ways in which pupils responded, through focus group interviews based on Self-Determination Theory, to teachers who claimed to value and be committed to teaching explicitly for affective learning outcomes. In another study, led by Lamb, the researchers investigated the impact of an activist intervention on girls' experiences of physical education, through their conversations in focus group discussions. Both studies reveal that pupils responded favorably, both in motivation and emotion, to pedagogies of affect in physical education, and that these responses offer a promising basis for future developments.
Original languageEnglish
Article number5183
Number of pages15
JournalInternational Journal of Environmental Research and Public Health
Volume18
Issue number10
DOIs
Publication statusPublished - 13 May 2021

Keywords

  • physical education
  • pupil motivation
  • pupil voice
  • pedagogy of affect
  • activist approach

Fingerprint

Dive into the research topics of 'Pupils' motivational and emotional responses to pedagogies of affect in physical education in Scottish secondary schools'. Together they form a unique fingerprint.

Cite this