The claimed outcomes of physical education may instead be seen as desired outcomes. Little evidence supports the view that when your pupils participate in physical education, taking part produces particular outcomes by itself. Instead, the teaching-learning process needs to be seen as an integrated one in which you as a teacher, the pupils, the subject matter, and the environment are in dynamic interaction. Quite different outcomes may result from this interaction, including not necessarily intended ones. Psychological outcomes are the result of good planning and reflected teaching. They are built upon knowledge of the teacher's role and pupils’ characteristics in the teaching-learning process as well as the psychological dimensions of this process. Pedagogical content knowledge is important as well but will not be considered because it is beyond the scope of this chapter.
Your background, socialization into teaching, as well as personal theories of action in the gym all influence curriculum content, your cognitions and behavior, and, thereby the teaching-learning process. Personal theories of action may be looked upon as belief systems that reflect your philosophical values of education. In turn, such values influence your curricular decisions about content and how it is taught in classrooms. For example, findings within the value orientation research in physical education suggest that teachers with different educational value priorities differ in determining their curricular coals and expectations for student learning (Ennis, Ross, & Zhu, 7992).
Your pupils' characteristics also influence the teaching-learning process. They may have different concepts of the subject matt2r,and their psychosocial characteristics may differ. Dissimilarities in background, socialization, and psychological development clearly result in differences in cognitions, knowledge, and experiences. These may act as a lens when interpreting incoming information in PE.
The characteristics of your pupil’s together with your psychological influence as a teacher form a frame. Work for the students' perceptions of instruction events. This frame work affects the way they construct meaning and accomplish patterns of interaction in your classes.
Recent theoretical developments in educational and sport psychology have been very affected by a social-cognitive approach. This approach has been appalled in order, to understand and predict the meaning pupils attach to their P.E. experience as well as the psychological outcomes of P.E. on the pupils. The social-cognitive approach focuses on pupils' perceptions and cognitions in P .E. classes and contextual/situational factors that influence pupils' perceptions- and cognitions. The social-cognitive approach as applied to the study of psychological outcomes of P.E. is illustrated in figure 4.1.
According to the social-cognitive approach, P.E. teaching and psychological outcomes do not have a direct link. Instead, teaching is seen as only an influence on pupils thinking. Social-cognitive research about motivation and learning has clearly shown that pupils' thinking or cognitions, in turn, influence their affect, motivational behavior, and skill acquisition in physical education (Lee, Landin, & Carter, I992) Pupils assign meanings to events in PE. These meanings influence, for example, students' choices concerning the ways they interact in the P.E. setting, such as whether they exert effort or persist when encountering difficulties. Thus active effort and involvement by the pupils are the critical links between the teacher's behavior and the psychological outcomes that pupils may derive out of RE. From this point of what the pupils do is more important than what the teachers do.
The social element of the social-cognitive approach is, however, clearly evident. The PE. teacher may play an important role in shaping the teaching-learning atmosphere and thereby affect pupils' cognitions (see figure 4.1). However, the role of the PE. teacher is not to influence pupils' learning directly. Instead, the teacher creates an environment that influences pupils' perceptions and cognitions in such away that important psychological outcomes of RE. may be realized.
The main aim of this chapter is to take advantage of a primarily social¬ cognitive approach in order to explore a variety of psychological outcomes in RE. The focus will be on how pupils' perceptions and cognitions in RE. interact with contextual factors in producing such outcomes. By reading this chapter of the textbook, you will discover that the content on several occasions connects to topics covered in more detail in other chapters. This makes sense given that this chapter is supposed to provide an introduction to several psychological outcomes of P.E, some of which are explored more specifically elsewhere in this textbook (see the chapters by Sarrazin. & Famose; Papaioannou & Goudas-Lintunen; Van Rossum, Musch & Vermeer; Marcoen; Telama; and Lafont & Winnykamen). Further more, some overlap seems inevitable. By nature, psychological issues are associated and should not be viewed in isolation. The rationale behind the psychological outcomes considered in this chapter will be presented next.
Your background, socialization into teaching, as well as personal theories of action in the gym all influence curriculum content, your cognitions and behavior, and, thereby the teaching-learning process. Personal theories of action may be looked upon as belief systems that reflect your philosophical values of education. In turn, such values influence your curricular decisions about content and how it is taught in classrooms. For example, findings within the value orientation research in physical education suggest that teachers with different educational value priorities differ in determining their curricular coals and expectations for student learning (Ennis, Ross, & Zhu, 7992).
Your pupils' characteristics also influence the teaching-learning process. They may have different concepts of the subject matt2r,and their psychosocial characteristics may differ. Dissimilarities in background, socialization, and psychological development clearly result in differences in cognitions, knowledge, and experiences. These may act as a lens when interpreting incoming information in PE.
The characteristics of your pupil’s together with your psychological influence as a teacher form a frame. Work for the students' perceptions of instruction events. This frame work affects the way they construct meaning and accomplish patterns of interaction in your classes.
Recent theoretical developments in educational and sport psychology have been very affected by a social-cognitive approach. This approach has been appalled in order, to understand and predict the meaning pupils attach to their P.E. experience as well as the psychological outcomes of P.E. on the pupils. The social-cognitive approach focuses on pupils' perceptions and cognitions in P .E. classes and contextual/situational factors that influence pupils' perceptions- and cognitions. The social-cognitive approach as applied to the study of psychological outcomes of P.E. is illustrated in figure 4.1.
According to the social-cognitive approach, P.E. teaching and psychological outcomes do not have a direct link. Instead, teaching is seen as only an influence on pupils thinking. Social-cognitive research about motivation and learning has clearly shown that pupils' thinking or cognitions, in turn, influence their affect, motivational behavior, and skill acquisition in physical education (Lee, Landin, & Carter, I992) Pupils assign meanings to events in PE. These meanings influence, for example, students' choices concerning the ways they interact in the P.E. setting, such as whether they exert effort or persist when encountering difficulties. Thus active effort and involvement by the pupils are the critical links between the teacher's behavior and the psychological outcomes that pupils may derive out of RE. From this point of what the pupils do is more important than what the teachers do.
The social element of the social-cognitive approach is, however, clearly evident. The PE. teacher may play an important role in shaping the teaching-learning atmosphere and thereby affect pupils' cognitions (see figure 4.1). However, the role of the PE. teacher is not to influence pupils' learning directly. Instead, the teacher creates an environment that influences pupils' perceptions and cognitions in such away that important psychological outcomes of RE. may be realized.
The main aim of this chapter is to take advantage of a primarily social¬ cognitive approach in order to explore a variety of psychological outcomes in RE. The focus will be on how pupils' perceptions and cognitions in RE. interact with contextual factors in producing such outcomes. By reading this chapter of the textbook, you will discover that the content on several occasions connects to topics covered in more detail in other chapters. This makes sense given that this chapter is supposed to provide an introduction to several psychological outcomes of P.E, some of which are explored more specifically elsewhere in this textbook (see the chapters by Sarrazin. & Famose; Papaioannou & Goudas-Lintunen; Van Rossum, Musch & Vermeer; Marcoen; Telama; and Lafont & Winnykamen). Further more, some overlap seems inevitable. By nature, psychological issues are associated and should not be viewed in isolation. The rationale behind the psychological outcomes considered in this chapter will be presented next.
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