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dc.contributor.authorTuttle, Eric G.
dc.date.accessioned2022-11-02T20:23:44Z
dc.date.available2022-11-02T20:23:44Z
dc.date.issued2022-08
dc.identifier.urihttp://hdl.handle.net/20.500.12648/7854
dc.description.abstractThe purpose of this synthesis project is to examine teaching strategies and determine which specific strategies are best for motivating students in physical education. Previous research has indicated low levels of student motivation through traditional teaching strategies. The studies in the critical mass compare student motivation from these traditional teaching methods to non-traditional strategies with an emphasis on self-determination. Self-Determination Theory was the main basis in determining motivation throughout the studies in the critical mass. The Cooperative Learning, Sport Education Model, Teaching Games for Understanding and the Constraints-Led Approach strategies are all non-traditional teaching methods examined in this synthesis. All analysis concluded that these non-traditional approaches aid in student motivation and raise the three main components of self-determination: autonomy, relatedness, and competence.en_US
dc.language.isoN/Aen_US
dc.publisherSUNY Brockport, Department of Education and Human Developmenten_US
dc.subjectNon-Traditional Teaching Strategiesen_US
dc.subjectSelf-determination Theoryen_US
dc.subjectMotivation-Studenten_US
dc.titleTeaching Strategies that Enhance Student Motivation in Physical Educationen_US
dc.typeCapstone Projecten_US
dc.description.versionNAen_US
refterms.dateFOA2022-11-02T20:23:44Z
dc.description.institutionSUNY Brockporten_US
dc.description.departmentDepartment of Education and Human Developmenten_US
dc.description.degreelevelM Eden_US
dc.description.advisorPerreault, Melanie


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