National Conference in Physical Education; University of Edinburgh, Measuring Pupils’ Motivation for Physical Education in High School. Stuart Forsyth, University of Strathclyde; Dr. Ross Deuchar, University of Strathclyde; Professor Nanette Mutrie, University of Strathclyde. With support from: Dr. Ruth Lowry, University of Chichester; Dr. David Rowe, University of Strathclyde.

Background PersonalPoliticalTheoretical

MULTI DIMENSIONAL MOTIVATION? The notion of simply positioning extrinsic motivation against intrinsic motivation may not be a true interpretation and self- determination theory suggests a range of sub-regulations exist.

The Continuum of Self-Determination, (Biddle & Mutrie, 2008). Amotivatio n Extrinsic Motivation Intrinsic Motivation External Regulation Introjected Regulation Identified Regulation Intergrated Regulation

Participants A 3 rd year cohort made up of both genders with an age range from 14 to 15 inclusive; The research initially targeted 334 pupils. Obtaining parental assent and pupil consent plus absentees on the data collection days resulted in 268 pupils participating in the research.

Data Collection The questionnaire was made accessible for pupils through specialist software called ‘Survey Monkey’ via a web link set up by the chief researcher; The Behavioural Regulation in Exercise Questionnaire (Mullan, Markland & Ingledew, 1997) was modified for use in a PE setting by (Hein & Hagger, 2007) to quantify levels of participant self-determination.

Example Questionnaire Item. I take part in physical education because other people say I should. not at all true for me (0) slightly true for me (1) about halfway true for me (2) mostly true for me (3) completely true for me (4)

The Relative Autonomy Index (RAI) The RAI was calculated by adding participants’ mean scores (each one multiplied by the appropriate weighting factor) for each of the 5 behavioural regulations. 2 extra questions were asked of participants; What is your gender? Have you opted for a certificate course in physical education?

Research Question 2. Are there differences in pupil levels of self-determination (represented by relative autonomy index scores) by gender and by choice of Standard Grade Physical Education?

Gender and RAI Male pupils had a significantly higher RAI score (mean = 8.84; SD = 7.04; skewness = -0.88; kurtosis = 0.32) than female pupils (mean = 1.23; SD = 8.99; skewness = -0.13; kurtosis = -1.07).

Gender and RAI

Standard Grade PE and RAI Pupils who opted for Standard Grade physical education had a significantly higher RAI score (mean =11.61; SD = 4.80; skewness = -0.68; kurtosis = -0.21) than those who did not (mean = 1.20; SD = 8.53; skewness = -0.14; kurtosis = ).

Standard Grade PE and RAI

Research Question 3. Is there an association between gender and the selection of physical education at Standard Grade?

Selection of Physical Education at Standard Grade by Gender. Do you take Standard Grade physical education at your school? NoYesTotal Gender of Respondent Female Count 110 (81%)25(19%)135 Male Count 60(45%)73(55%)133 Total Count Chi Square Result (  2 (1) = , p <.001)

Conclusions Pupils who opted for Standard Grade physical education have higher levels of self-determination than those pupils who did not; Male pupils have higher levels of self- determination for physical education than female pupils.

Conclusions There is an association between gender and the selection of additional certificated provision in physical education.

Implications for Teaching Physical Education within the ACfE Framework Principles for Curriculum Design; 1. Challenge and Enjoyment 2. Breadth 3. Progression 4. Depth 5. Personalisation and Choice. GROUP TASK How can these principles be employed to improve pupil motivation in Physical Education?