Ricardo Tendinha1, Madalena D Alves1, Tiago Freitas1, Gonçalo Appleton1, Leonor Gonçalves1, Andreas Ihle2,3,4, Élvio R Gouveia5,6, Adilson Marques7,8. 1. Faculty of Human Kinetics, University of Lisbon, 1499-002 Cruz Quebrada, Portugal. 2. Center for the Interdisciplinary Study of Gerontology and Vulnerability, University of Geneva, 1205 Geneva, Switzerland. 3. Swiss National Centre of Competence in Research LIVES-Overcoming Vulnerability: Life Course Perspectives, 1015 Lausanne, Switzerland. 4. Department of Psychology, University of Geneva, 1205 Geneva, Switzerland. 5. Department of Physical Education and Sport, University of Madeira, 9000-390 Funchal, Portugal. 6. Interactive Technologies Institute, LARSyS, 9020-105 Funchal, Portugal. 7. CIPER, Faculty of Human Kinetics, University of Lisbon, 1499-002 Cruz Quebrada, Portugal. 8. ISAMB, University of Lisbon, 1649-004 Lisbon, Portugal.
Abstract
BACKGROUND: Research has suggested that applying the Sport Education Model (SEM) in Physical Education (PE) increases students' motivation. However, it is important to systematize this evidence to have a clearer idea. Therefore, this study aimed to analyze the impact of the SEM on the students' motivation. METHODS: A systematic review with a narrative synthesis was performed. In March 2021, an articles search was conducted in PubMed, Scopus, and Web of Science. Eligibility criteria were: longitudinal or experimental study design; outcomes included PE settings; results reported the relationship between the SEM and students' motivation. RESULTS: Fourteen studies were included, totaling 2146 students. The majority of the studies indicated a significant association between the SEM and motivation, particularly in autonomy and more enjoyment toward PE. CONCLUSIONS: This review supports that the SEM has a positive impact on motivation. The SEM offers a wide range of opportunities for students to develop more self-determined motivated behavior in PE classes. Therefore, the SEM should be considered when developing or adapting existing PE programs to promote students' intrinsic motivation to engage in physical activity.
BACKGROUND: Research has suggested that applying the Sport Education Model (SEM) in Physical Education (PE) increases students' motivation. However, it is important to systematize this evidence to have a clearer idea. Therefore, this study aimed to analyze the impact of the SEM on the students' motivation. METHODS: A systematic review with a narrative synthesis was performed. In March 2021, an articles search was conducted in PubMed, Scopus, and Web of Science. Eligibility criteria were: longitudinal or experimental study design; outcomes included PE settings; results reported the relationship between the SEM and students' motivation. RESULTS: Fourteen studies were included, totaling 2146 students. The majority of the studies indicated a significant association between the SEM and motivation, particularly in autonomy and more enjoyment toward PE. CONCLUSIONS: This review supports that the SEM has a positive impact on motivation. The SEM offers a wide range of opportunities for students to develop more self-determined motivated behavior in PE classes. Therefore, the SEM should be considered when developing or adapting existing PE programs to promote students' intrinsic motivation to engage in physical activity.
Authors: Marie C Ferguson; Sarah M Bartsch; Kelly J O'Shea; Diana M Thomas; Timothy H Moran; Mario Solano Gonzales; Patrick T Wedlock; Sindiso Nyathi; Matthew Morgan; Kevin L Chin; Sheryl A Scannell; Daniel L Hertenstein; Molly Domino; Kushi Ranganath; Atif Adam; Katherine Tomaino Fraser; Adam Fraser; Bruce Y Lee Journal: PLoS One Date: 2022-05-06 Impact factor: 3.240