The relationship between outcomes such as student learning, student motivation, and continued participation in activity remains an important research focus within physical education (Tjeerdsma-Blankenship 2008; Chen 2001). In particular, research has shown that secondary students exhibit behaviors indicative of low levels of motivation (Ntoumanis et al. 2004). Thus, there is a need for teachers of high school physical education to provide students with motivationally supportive educational experiences. A model of instruction which has grown in popularity over the past few decades and provides motivational support is the Sport Education Model [SEM] (Siedentop 1994; Wallhead and Ntoumanis 2004). Previous studies have identified a variety of motivational benefits of the SEM, yet none to date have investigated the richness of student and teacher experiences using qualitative measures. Motivation within this study is grounded in self-determination theory which posits that the environment should be supportive of key psychological needs of autonomy, competence and relatedness (Deci and Ryan 1985). In order to assess motivation among secondary students within physical education this paper offers a qualitative examination of students and teacher perceptions and experiences within two consecutive seasons of the SEM through the perspective of self-determination theory (Deci and Ryan 1985).
Method
A heterogeneous class of 24 high school physical education students (Male=17; Female=7) from the United States were engaged in two consecutive seasons of invasion games using SEM. Data were collected utilizing a case study approach through qualitative measures of student and teacher interviews, as well as, researcher field notes.
Analysis/Results
Data were analyzed using the constant-comparative method (Strauss and Corbin 1990). The primary emergent themes of their experiences were identified as social support and winning as a team. Social support is further explained through two sub-categories of inclusion and fair play/sportspersonship. In addition, it was evident that distinct aspects of the SEM (e.g. team affiliation and an affective game play rubric) were supportive of the need for relatedness and competence in developing student motivation.
Conclusions
Structural aspects of the SEM assisted in facilitating movement along the self-determined continuum through support for relatedness and competence. Absence of autonomy support is important as this conflicts previous motivational SEM studies. Findings indicate that time is needed for students to internalize prescriptive features within an educational setting to enhance self-determined behaviors.