Mediating Processes and Student Learning in Physical Education
Mediating Processes and Factors of Student Learning
The paradigm of the processes mediating the situation that occurs as a result of the interaction of the four areas of learning (teacher-thinking, behavior thought, student-teacher-student behavior). This paradigm explains that depending on the student’s thinking, it acts, but in turn, how their behavior will determine its way of thinking.
The factors that influence student learning are:
For the Teacher
- His thinking: The teacher is a reflective subject, his thoughts orient and guide their behavior, specifically in the way it analyzes their teaching practice. The ability to analyze the practice is a complex function that requires a strong academic knowledge and significant experience. Resulting in professional knowledge (based on beliefs, concepts, attitudes, theories, images, and judgments). His main concern is the effectiveness of teaching their classes: Planning meeting, the task of teaching, educational intervention, classroom organization, control, classroom management and motivation.
- Behavior: Through the teaching behavior and analysis of their behavior and will practice their skills in the driving lessons: The presentation of the tasks of teaching, correcting the student’s performance, use of practice time and organization of motor classroom learning.
For the Student
- His thought influenced by factors such as self-concept, perception, attention (voluntary or involuntary), motivation and causal attribution.
- Your behavior: we divide the various influences on quantitative variables are the time of motor activity, waiting, organization, etc., and qualitative depending on their level of involvement as participating, sharing the successes of the variables that affect their behavior, and so on.
PE Teacher’s Intervention in Motivational Variables
The main sources of motivation we can divide into two types: extrinsic and intrinsic.
Intrinsic motivations are about an application from a student to a task by means of internal reinforcement or self-interest by the activity, while extrinsic is when students do their homework through external reinforcements, usually made by the teacher and get highest, a positive, etc.
The teacher should encourage preferably student motivation is intrinsic, that is, generated by it. Therefore, and to get students motivated to act instinctively, we will consider two prerequisites:
- That the implementation of the activity is the opportunity to perceive or experience their competence
- That the implementation foster an experience of autonomy.
Then, the student must control the activity by messages of self-approval or self-disapproval, that is, that it hurts to know whether or not the task. In addition, you must assume the task as their own, which the student can evaluate yourself.
Then, there are different variables to keep in mind to get out of student intrinsic motivation:
- External variables, that is predicted by the cultural, social reinforcement, expectations of others and the characteristics of the task.
- The personal variables: are the differences between extroverts and introverts students. The teacher can use them but do not want to change, for example, visual students to give examples that introverted extrovert.
- The cognitive variables: These variables are set by the goals, expectations, incentives and self-efficacy. In them, the teacher can and must intervene.
- The emotional variables are valued in her emotional state, considered as a pair and direct behavior to activate, causing a certain way to act in a particular one. They are influenced by two aspects: the temperament and moods.
Perceived Competence and Self-Efficacy in Pedagogy
The main difference between the two is that the perception of competence is prior to action is that if a student feels, or is not competent to perform a particular task, is not able to do it (for example, jumping a pony), not made, but instead the perceived self-efficacy is after the action is the ability we attribute in relation to a task performed, the value we attribute to self-perform it.
Both have great importance in pedagogy and how the teacher has to deal, because with their help the student can realize their real level of competition or in the real case of not being able to do this, modify the task to a lower level to provoke and to the student, find the motivation (showing that the perception of competence is closely related to intrinsic motivation) to perform the task. Perceived self-efficacy can also be helped by the teacher, this can cause the student’s perception after the jump is not so bad right that cause feedbacks through the motivation of the new completion and improvement of the task.
Mediating Processes: Halo, Pygmalion, Self-Fulfilling
The halo effect is a source of error that is characterized by a loss of objectivity in the assessment, so this has a positive slope or negative depending on the preconceptions held by the subject. In the paradigm of mediating processes would place it in the teacher thinking and appreciation go to the student.
For its part, the Pygmalion effect refers to the effect of teacher expectations on the expected or desired behaviors in students generated by the halo effect, by placing it in teacher behavior.
Finally, the self-fulfilling prophecy would be false definition creates a new behavior and this becomes a reality which in principle was a misconception. In the paradigm of mediating processes would locate the student’s behavior.
Relationships: Motor Competence, Motivation, Attribution
Achievement Motivation with Competition Driving
If we speak of performance must take into account the achievement motivation, without this, without wanting to improve oneself and perform at your best, you could not have a high level perceptual motor competence itself.
Achievement Motivation of Goal-Motivated
Achievement motivation is related to motivation for self-improve, not related to an external evaluation or anyone else. Instead, the goal is always motivation linked to some numbers, some times against some friends, and so on. Their relationship would be that the two are linked to intrinsic motivation.
All Causal Attribution
The causal attribution of the speaking subjects’ behavior directly dependent on how we perceive from person to person, so that the perception of a motor competence and achievement motivation and performance goal to achieve greater motor competence and self-concept, the behavior, interaction, expectations, etc … are closely linked to causal attribution.
Attributional Style of a Success-Oriented Student
Attributional style is a stable internal uncontrollable.