Motivational Instruction for Students With Disabilities Within PETE

Introduction

Recent federal law mandates have placed an increased emphasis within the higher education system to prepare and develop highly qualified and effective teachers for all students (No Child Left Behind Act, 2001; IDEA, 2004). In physical education, these demands have assisted in the creation of beginning physical education teacher standards which provide a framework for preservice teachers (PTs) programmatic experiences (NASPE, 2003). A component identified as important to the growth and development of a quality physical educator is the understanding of motivation and the implementation of teaching strategies to enhance student motivation (NAPSE, 2003). This can be a daunting task as future physical educators are required to motivate a variety of students, specifically students with disabilities (NASPE, 2003). Motivation within the physical education environment is an important component for both students and their physical education teachers, due to the connection with a wide range of positive learning outcomes (Tjeerdsma-Blankenship, 2008). As a framework for this study, research was grounded in the self-determination theory, which posits that the social environment which supports the needs for autonomy, competence and relatedness can influence motivational state of diverse individuals (Deci & Ryan, 1985; 2000). Effective preparation of PTs may require an understanding and implementation of these features within their teaching. To date, limited research has investigated the impact of programmatic experiences on PTs abilities to provide motivational instruction to students with disabilities (SWDs).

Purpose

The purpose of this study was to investigate how PTs enrolled in an introductory adapted physical education course conceptualize and implement motivational instruction to SWDs.

Methods

Participants were 46 (Male=25, Female=21) PTs enrolled in one of two accredited PETE programs within the United States. Both adapted physical education courses followed similar methods of instruction which provided content and pedagogical concepts, authentic field experiences and laboratory assignments. Data were collected using three qualitative measures; (a) scenario responses, (b) teaching reflections and (c) peer observations.

Analysis/Results

Data were analyzed using the constant-comparative method (Lincoln & Guba, 1985). Results indicated PTs' ability to motivate students with disabilities followed a chronological pattern, which began with (a) inability to teach to the students, (b) confidence in teaching to see student needs and (c) implementation of motivational strategies which allow for increased enjoyment and student success.

Conclusions

Results support the need for authentic field experiences, as well as, systematic progression of content and methods courses to enhance teaching effectiveness in providing motivational instruction.