Academic journal article Research Quarterly for Exercise and Sport

Analysis of Intrinsic Motivation in the Integrated Curriculum and Sport Education

Academic journal article Research Quarterly for Exercise and Sport

Analysis of Intrinsic Motivation in the Integrated Curriculum and Sport Education

Article excerpt

Possessing intrinsic motivation to be physically active for a lifetime is worthy goal of physical education (Cuddihy et al., 2002; NASPE, 1995, 2004). Many attempts have been made to utilize different curricular to promote motivation in physical education. However, as much attention given to the sport education (SE) in influencing physical activity motivation, less research has been done to integrate SE with fitness education (FE) curriculum. Beaudet et al. (2004) has suggested that there is a need to develop appropriate curriculum integrating SE with FE to foster a physically active lifestyle throughout adulthood. The purpose of this study was to design an integrated curriculum (SE combined with FE) and assess whether it differed from SE on students' intrinsic motivation. A total of 152 college students (132 men, 20 women) enrolled in the integrated curriculum and SE programs completed the modified Intrinsic Motivation Inventory (Deci, Eghirari, Patrick, & Leone, 1994) including interest/enjoyment, perceived competence, effort/importance, value/usefulness, and pressure/tension. Two badminton classes (63 men, 20 women) were taught with the integrated curriculum, whereas one basketball (37 men) and one soccer class (32 men) were taught using SE for 15 weeks. Cronbach alpha coefficients for these subscales were .86, .54, .76, .86, and .52. A one-way analysis of variance yielded no significant differences between the integrated curriculum and SE on all dimensions of the intrinsic motivation, F(1, 150) = . …

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