Sport education model and roles' dynamics. Effects of an intervention on motivational variables of elementary school's students

Abstract

The present study examined the influence of permanent and rotating roles' processes on goal orientation, motivational climate and self-determined motivation of elementary school students. It was used a quasi-experimental study, pretest and postest measures. 36 sixth-grade students ranging in age from 11 to 13 years old (M = 11.36) took part in a handball unit. They belonged to two groups distinguished by roles' dynamic. Data collection included student questionnaires and group interviews with students, as well as individual interviews with the physical education teacher. Results showed significance differences on women and Spanish students. Roles' dynamics are showed as a powerful methodological strategy in relation to students' motivation.