Scaffolding Learning in Physical Education
Richard Keegan | View as single page | Feedback/Impact
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Scaffolding learning in Physical Education Strength of Evidence Transferability Editor's Comments Areas for further research Online Communities |
B3. What is the relationship between scaffolding and motivation?When we consider a question like this we need to establish the two types of motivation. Intrinsic motivation is defined as the motivation (the drive to do something) from within. A person with intrinsic motivation will persist with a task even in the face of difficulty, will choose to challenge themselves, and will gain rewards simply from the task itself, not necessarily rewards, praise or winning. Extrinsic motivation on the other hand is motivation which is driven by external reward such as money, prizes, status, fear of punishment etc. Extrinsic motivation tends to predict less persistence, engagement and enjoyment, and therefore less secure learning. Often children will experience both types of motivation depending on the situation. In terms of learning, Deci & Ryan (2000) stated that intrinsic motivation results in high quality learning and creativity, thus making it a very important concept for teaches to understand. Bringing motivation and learning back to scaffolding, it is important to encourage pupils to engage in activities at their own level and in their own way. This gives the student a sense of personal meaning as well as encouraging persistence if the task is difficult. If this is fostered a student will be able to choose more challenging tasks which will develop progression and learning. In contrast if pupils feel as if there is only one way to complete a task/activity, in the case of ‘this way or nothing’ they may well experience less engagement, less personal meaning which can, ultimately, leads to a decrease/reduction in overall learning. The prescriptive nature of this approach reduces the autonomy the student feels and this affects motivation. References & Research Deci. R.M. & Ryan. E.L. (2000). Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions. Contemporary Educational Psychology. 25:54–67 Research http://www.selfdeterminationtheory.or g/SDT/documents/2000_RyanDeci_Int ExtDefs.pdf |
