The
promotion of active lifestyles, an important physical education (PE) goal, may
be facilitated if students are self-motivated to enroll and participate in PE
classes and lessons (Ntoumanis, 2005). Self-determination macro-theory posits
self-motivation is enhanced when students' competency, relatedness, and
autonomy needs are met (Ryan & Deci, 2000). Additional motivational
theories further define competency and autonomy needs in terms of ego
(outperforming others) and task (learning/improvement) orientations (Xiang
& Lee, 1998); task values (interest, importance, usefulness, cost) and
expectancy beliefs (Eccles, 1998). The purpose of this study was to examine
middle school physical education students' perceptions of enrollment and
competence. As part of a larger project, twenty-seven 7th and 8th
graders (16 girls; 11 boys) participated in individual, semi-structured
interviews toward the end of their physical education course. Students were
asked “What are your main reasons for taking this PE class?” and “What kind of
a student are you in this class?” followed by probing questions when necessary.
Constant comparison analysis (Lincoln & Guba, 1985) was utilized and
trustworthiness was established through audio-taping, member-checking, and a
detailed audit trail. Results about autonomy needs being met generated
conflicting responses regarding enrollment. Initially, most students did not
perceive their needs were met with the three options (athletics, PE, wellness)
available to fulfill state physical education credit requirements. They
attributed this perception to logistical (“scheduling conflicts”,
“outside time requirements”) and avoidance/cost (“didn't want…”) issues.
However, follow-up probes provided appealing variables of their course
placement. Autonomy satisfaction was expressed as usefulness (“stay
healthy”, “learn something new”) and variety (“play many different
activities”). Competency needs included task values (“fun”) and expectancy-beliefs
(“I want to do it right”). Social concerns (“be with friends”)
illustrated students' need for relatedness. Student perceived competence in
their PE class ranged from good (n=13), average (n=9), “not the best” (n=5).
Criteria students cited for these self-evaluations included external regulation
(grades/meeting teacher expectations), task orientations (“try
hard”, “improvement”, “learning”), task values (“I like
it!”, “positive attitude”, “I actually care”), and social
orientation (“good to teammates”). Student reliance on external regulation
for competence evaluation combined with a failure to meet autonomy needs for
course enrollment may hinder the development of self-motivation, while perceptions
of social concerns/orientations, task values, task orientations, and variety
may promote self-motivation. Due to complex and potentially contradictory
motivations, teachers should be sensitive to their students' reasons for
enrollment and perceptions of self in the PE setting.