This will consider outcomes such as motivation, achievement strategies, affect, self-perceptions, and social-moral reasoning and behavior. Why, these outcomes? Whereas some of them comprise basic elements of psychosocial health and development as described within the field of developmental psychology (Berk,1989), others have been forwarded as central components of curriculum goals for physical education (see the prologue of this textbook). In addition, sound theoretical models and empirical evidence have recently been made available regarding the role of P.E. in promoting these outcomes.
A focus on motivation, achievement strategies, affect, self-perceptions, and social-moral reasoning and behavior seems further justified because outcomes are important for at least two reasons. First, they seem educationally worthwhile as objectives in themselves. Second, several of these outcomes are prerequisites for achieving other important curriculum goals such as learning motor skills, improving fitness, and developing long-lasting interest in sport and physical activity (Dishman, Sallis, & Orenstein, 1985).
A good understanding of psychological outcomes in P.E. is facilitated by knowledge of their theoretical foundation. Such knowledge is important in order to understand what brings about these outcomes. Thus, each main part of this chapter first describes a summary of relevant psychological theory. Second, claimed or desired outcomes need to be clearly distinguished from those that can be supported by means of properly designed scientific investigations. Therefore, this chapter also includes results from some empirical studies. Finally, the authors derive practical implications for teaching in order to help you fulfill your curriculum goals when working towards psychosocial growth and development for your pupils.
A focus on motivation, achievement strategies, affect, self-perceptions, and social-moral reasoning and behavior seems further justified because outcomes are important for at least two reasons. First, they seem educationally worthwhile as objectives in themselves. Second, several of these outcomes are prerequisites for achieving other important curriculum goals such as learning motor skills, improving fitness, and developing long-lasting interest in sport and physical activity (Dishman, Sallis, & Orenstein, 1985).
A good understanding of psychological outcomes in P.E. is facilitated by knowledge of their theoretical foundation. Such knowledge is important in order to understand what brings about these outcomes. Thus, each main part of this chapter first describes a summary of relevant psychological theory. Second, claimed or desired outcomes need to be clearly distinguished from those that can be supported by means of properly designed scientific investigations. Therefore, this chapter also includes results from some empirical studies. Finally, the authors derive practical implications for teaching in order to help you fulfill your curriculum goals when working towards psychosocial growth and development for your pupils.
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