Pupils’ Motivational and Emotional Responses to Pedagogies of Affect in Physical Education in Scottish Secondary Schools

Cara A. Lamb, Eishin Teraoka, Kimberly L. Oliver and David Kirk
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Cara A. Lamb: School of Education, University of Strathclyde, Glasgow G4 0LT, UK
Eishin Teraoka: Institute of Physical Education, Keio University, Yokohama 223-8521, Japan
Kimberly L. Oliver: Human Performance, Recreation and Dance, New Mexico State University, Las Cruces, NM 88003, USA
David Kirk: School of Education, University of Strathclyde, Glasgow G4 0LT, UK

IJERPH, 2021, vol. 18, issue 10, 1-15

Abstract: This paper reports on the findings of two studies concerned with pupils’ motivational and emotional responses to pedagogies of affect in physical education in Scottish secondary schools. Pedagogies of affect explicitly focus on learning in the affective domain, or what is known in Scotland’s Curriculum for Excellence (CfE) as ‘personal qualities’. Personal qualities include motivation, confidence and self-esteem, determination and resilience, responsibility and leadership, respect and tolerance, and communication. In one study, led by Teraoka, the researchers explored the ways in which pupils responded, through focus group interviews based on Self-Determination Theory, to teachers who claimed to value and be committed to teaching explicitly for affective learning outcomes. In another study, led by Lamb, the researchers investigated the impact of an activist intervention on girls’ experiences of physical education, through their conversations in focus group discussions. Both studies reveal that pupils responded favorably, both in motivation and emotion, to pedagogies of affect in physical education, and that these responses offer a promising basis for future developments.

Keywords: physical education; pupil motivation; pupil voice; pedagogy of affect; activist approach (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2021
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