Can an Autonomous Form of Peer Feedback in Physical Education Enhance Students’ Motivation?

DOI: 10.4236/ape.2014.44023   PDF   HTML   XML   4,162 Downloads   5,328 Views   Citations

Abstract

This paper addresses the potential of creating a motivational climate by introducing an autonomous form of peer feedback as a way to enhance autonomy support, and by doing so motivate and stimulate students to engage in physical education. In an action research case study, 14 students (Male = 8, Female = 6) from a Danish sports folk high school were introduced to autonomy support by giving and receiving peer feedback during a volleyball unit. Qualitative data including student observations, interviews, and student self-report logbooks were analysed, and emergent factors such as the students own choice in the peer feedback situation, the challenges the students were confronted and the context, in which the feedback was given was related to the psychological needs autonomy, competences and relatedness. The conclusion of this study is that peer feedback not only motivates the students to engage in physical activities, but also contributes to students’ learning and improving of volleyball skills. Further research is needed to test the applicability of these results in other contexts.

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Østergaard, L. and Curth, M. (2014) Can an Autonomous Form of Peer Feedback in Physical Education Enhance Students’ Motivation?. Advances in Physical Education, 4, 190-201. doi: 10.4236/ape.2014.44023.

Conflicts of Interest

The authors declare no conflicts of interest.

References

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