Background/Purpose Research on the impact of student activity choice in high school physical education, though somewhat limited, has been linked to increased student motivation (Prusak et al., 2004; Ward et al., 2008). Grounded in self-determination theory (Deci & Ryan, 1985), the two-fold purpose of this study was to examine the impact of student autonomy, specifically activity choice in high school physical education, on (a) student motivation, (b) autonomy, (c) competence, and (d) enjoyment, and to explore teachers' and students' attitudes toward the activity choice model.
Method Both choice and non-choice activity units were implemented by four teachers in 9th and 10th grade physical education. Participating students (N = 137) completed surveys measuring the dependent variables at baseline and following each three-week unit. Qualitative data was gathered through observations, interviews, and focus groups.
Analysis/Results Four separate 2X3 mixed between-within ANOVAs with a Bonferroni adjustment revealed a significant, positive effect of choice on student autonomy and motivation (p<.0125), but no impact on competence or enjoyment. Qualitative data were inductively and deductively analyzed and triangulated, revealing positive experience with and perceptions of the choice model among teachers, though several barriers to offering choices emerged. Positive perceptions and attitudes toward activity choice also emerged among students, though themes of frustration related to the limitations of the choices offered and lack of student input emerged.
Conclusions Results provided empirical support for the theoretical presumption that increased autonomy leads to more self-determined motivation. Characteristics of choice that are essential to support student autonomy were identified.
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