Six weeks of basketball combined with mathematics in physical education classes can improve children's motivation for mathematics
Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt
Dokumenter
- Wienecke et al_Frontiers in Psychology_2021_Vol 12_e636578.pdf
Forlagets udgivne version, 2,31 MB, application/octet-stream
This study investigated whether 6 weeks of basketball combined with mathematics once a week in physical education lessons could improve children's motivation for mathematics. Seven hundred fifty-seven children (mean age = 10.4 years, age range: 7-12 years) were randomly selected to have either basketball combined with mathematics once a week (BM) or to have basketball sessions without mathematics (CON). Children in BM and CON motivation for classroom-based mathematics were measured using the Academic Self-Regulation Questionnaire (SRQ-A) before (T0) and after the intervention (T1). Among the BM, levels of intrinsic motivation, feelings of competence, and autonomy were measured using the Post-Experimental Intrinsic Motivation Inventory (IMI) questionnaire acutely after a basketball session combined with mathematics and immediately after a session of classroom-based mathematics. BM had significantly higher acute levels of perceived autonomy (+14.24%, p < 0.0001), competencies (+6.33%, p < 0.0001), and intrinsic motivation (+16.09%, p < 0.0001) during basketball sessions combined with mathematics compared to when having classroom-based mathematics. A significant decrease in the mean for intrinsic motivation was observed from T0 to T1 for CON (-9.38%, p < 0.001), but not for BM (-0.39%, p = 0.98). BM had a more positive development in intrinsic motivation compared to CON from T0 to T1 (p = 0.006), meaning that BM had a positive influence on children's intrinsic motivation for classroom-based mathematics. This study indicates that basketball combined with mathematics is an intrinsically motivating way to practice mathematics, which also has a positive influence on children's general intrinsic motivation for mathematics in the classroom.
Originalsprog | Engelsk |
---|---|
Artikelnummer | 636578 |
Tidsskrift | Frontiers in Psychology |
Vol/bind | 12 |
Antal sider | 12 |
ISSN | 1664-1078 |
DOI | |
Status | Udgivet - 2021 |
Bibliografisk note
CURIS 2021 NEXS 133
- Det Natur- og Biovidenskabelige Fakultet
Forskningsområder
Antal downloads er baseret på statistik fra Google Scholar og www.ku.dk
ID: 259932770