Browsing by Subject "motivaatioilmasto"

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  • Poranen, Tiina (Helsingin yliopisto, 2021)
    Previous studies have shown that physical activity of children and adolescents is decreasing. The task of school physical education (PE) is to support the growth of a physically active lifestyle and to provide positive experiences of exercise, in which case physical activities would also be transferred to leisure activities. A teacher’s pedagogical choices are linked to the formation of a favorable motivational climate in PE. The motivational climate has also relationship with students` motivation, enjoyment, well-being, and perceived competence. Therefore, it is important to map PE teachers’ perceptions of the motivational climate and a connection between a teacher's activities and the favorable motivational climate. The aim of this study was to investigate the motivational climate of PE from the perspective of PE teachers. The target was also to find out perceptions and practical solutions to support the favorable motivational climate in PE. The study was conducted using qualitative research methods. The research data consisted of essays and semi-structured interviews by seven physical education teachers. The data was analyzed by using phenomenographic analysis and content analysis. Physical education teachers divided perceptions of the motivational climate into the atmosphere and goal orientation during the lesson. The teacher's ways of working, a student, a student group, and a learning environment were seen to be related to the formation of a motivational climate. The importance of the motivational climate in the planning of PE teaching was reflected in the consideration of the heterogeneity of the student group, in the choice of contents and methods, and supporting task orientation. The favorable motivational climate in practical teaching situations was supported by teachers verbal approaches, their own attitudes, creating an inspiring learning environment, supporting student`s self-determination and goal orientation, as well as observation and response. According to PE teachers, the favorable motivational climate is related to quality of motivation, enjoyment, participation and trying in PE classes, as well as social relatedness of the student group. This study highlights the teacher’s perspective on the motivational climate and provides practical solutions to support a favorable motivational climate in PE.
  • Hirvonen, Olli (Helsingin yliopisto, 2021)
    Previous studies have shown that there is a link between personal achievement goal orientation, intrinsic motivation and teams motivational climate in youth sports The purpose of this study is to investigate what kind of relationships can be observed between players' goal orientation and team motivational climate in children's and adolescents' football teams. The second objective is to examine what differences in goal orientation and motivational climate can be detected between teams by grouping respondents by gender, age and team level. The aim is also to investigate the goal orientation profile groups that respondents form and to analyse the ranking of team players in these groups and the relationship between goal orientation profile groups and team motivational climate. The survey involved 94 respondents (72 boys and 22 girls) aged between 9 and 17 years (average age 12.67 years). Responses were collected via an online questionnaire between April and May 2021. All respondents belonged to the same football club in Southern Finland. Differences between groups were examined using the non-parametric Kruskall-Wallis and Mann-Whitney U tests. K-means cluster analysis was used to form achievement goal orientation profile groups. Statistically significant correlations between the different dimensions of goal orientation and motivational climate were found in the data. Statistically significant differences were found between gender, age groups and between teams at different levels. Three groups of goal orientation profiles were identified from the data: task-oriented, task- and achievement-oriented, and disengaged. The links between goal orientation and motivational climate were also reflected in the team-level analysis of players' goal orientation profiles and the motivational climate within the team. Task orientation and task climate were strong throughout the data, but perceived autonomy was rather weak. Based on the results, it would be worthwhile to investigate what means could be used to support perceived autonomy.
  • Mäenpää, Linda (Helsingin yliopisto, 2021)
    Objectives. The aim of this study was to examine the motivation, goal orientation and perceived motivational climate of figure skating exercises and physical education. In addition, was examined how motivation, especially intrinsic motivation, goal orientation and perceived motivational climate, are connect to each other. Previous studies have shown that intrinsic motivation has a positive connection to figure skaters task orientation and a task-oriented motivational climate. The aim of the study is to strengthen the results of previous studies and to increase information on the motivation of young people in physical education and figure skating practice. Methods. The data collection was carried out through an online survey in December 2020. A total of 182 figure skaters from all over Finland responded to the survey. The goal orientation was measured by the children's version of the Perception of Succes Questionnaire (POQS) (Roberts, Treasure & Balague,1998), motivation was measured by Sport Motivation Scale 2 (Pelletier, Rocchi, Vallerand, Deci & Ryan, 2013) and perceived motivational climate was measured with validated scale by Soini, Liukkonen and Jaakkola (2004). The data was analyzed using the SPSS computer program by using factor analysis, Cronbach alpha value, correlation factors and t-test. Results and conclusions. The motivation of figure skaters was very high. Intrinsic motivation was higher in figure skating than in physical education. There were more task-oriented than ego-oriented, and the most perceived motivational climate was task-oriented. Intrinsic motivation was connected to the task orientation and task-oriented motivational climate in physical education and figure skating exercises. Task-oriented goal orientation and motivational climate have the greatest impact on the development of intrinsic motivation. The ego orientation was linked to extrinsic motivation and the ego-oriented climate. In other words, action that increase ego orientation in physical activity weaken the emergence of intrinsic motivation. Teachers and coaches can support the development of intrinsic motivation by promoting task-oriented goal orientation and motivational climate in action.
  • Kettunen, Anni (Helsingfors universitet, 2017)
    The aim of this Master's thesis is to uncover how the the coaches of Tapanilan Erä floorball club support improvement of physical, mental and social objectives of 7 – 12 –years old players. I also examine how Tapanilan erä floorball club's action plan is shown in action and what kind of motivation atmosphere exist in practise. This work is based on my previous bachelor's thesis The realization of pedagogical objectives in the action plans of floorball clubs. My bachelor's thesis has been shown that Tapanilan Erä floorball club has the most mentions of physical, sosioemotional and mental objectives in action plan. My master's thesis is a case study and the analysis is conducted by ethnographic research method. Four coaches took apart to this research. Material was gathered by observing practise and interviewing the coaches after salibandypractices. I also used Tapanilan Erä floorball club's action plan in this master's thesis. Results has been shown that Tapanilan Erä's coaches are supporting players physical improvement. The practises are well organized and effective. Mental and social objectives are known but only few of the coaches used the methods in their practises. The physical objectives of Tapanilan Erä floorball club's action plan are shown in practise. On of the goals of Tapanilan Erä's action plan were cheering and inspiring. Only two of the coaches were showing those goals in their work. The most of the practises contained motivational atmosphere. This work is provided for those sports clubs which want to confirm their role in education, when mentioning emotional skills and social skills.