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Motivation For Pre-Service Teachers Choosing To Specialise In Primary Physical Education Teacher Education  \nSharna Spittle  \nVictoria University, [sharna.spittle@vu.edu.au](sharna.spittle@vu.edu.au)  \nMichael Spittle  \nVictoria University, [michael.spittle@vu.edu.au](michael.spittle@vu.edu.au)  \nRecommended Citation  \nSpittle, S., & Spittle, M. (2014). The Reasons And Motivation For Pre-Service Teachers Choosing To Specialise In Primary Physical Education Teacher Education. Australian Journal of Teacher Education, 39 (5).  \nRetrieved from [http://ro.ecu.edu.au/ajte/vol39/iss5/1](http://ro.ecu.edu.au/ajte/vol39/iss5/1)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol39/iss5/1](http://ro.ecu.edu.au/ajte/vol39/iss5/1)  \nAustralian Journal of Teacher Education  \nThe Reasons And Motivation For Pre-Service Teachers Choosing To Specialise In Primary Physical Education Teacher Education  \nSharna Spittle  \nMichael Spittle  \nAbstract: This study explored the reasons for pre-service teachers  \nchoosing to specialise in primary physical education and how these  \nchoices related to their motivation. Pre-service teachers who then  \nelected to specialise in primary physical education (n = 248)  \ncompleted the Attractors and Facilitators for Physical Education  \n(AFPE) questionnaire and the Academic Motivation Scale (AMS).  \nThe main reasons for specialising in primary physical education  \nwere sport and physical activity, confident interpersonal service, and  \nrole models. Pre-service teachers who were also completing health  \nas a teaching method reported lower perceived demand than pre  \nservice teachers who were completing other teaching methods. The  \nstrongest predictors of intrinsic motivation were choosing the  \nspecialisation because of confident interpersonal service, low  \nperceived demand, and family reasons. The strongest predictors of  \nextrinsic motivation were confident interpersonal service and low  \nperceived demand reasons. The strongest predictors of amotivation  \nwere low perceived demand or low confident interpersonal service  \nreasons.  \nIntroduction  \nPrevious research in teacher education has sought to identify the reasons people choose to become physical education teachers (e.g., Dewar & Lawson, 1984; Hutchinson, 1993; Pooley, 1972; Templin, Woodford, & Mulling, 1982) . These studies have focused largely on the socialisation process rather than motivation using an existing motivational model (Belka, Lawson, & Lipnickey, 1991; Dewar & Lawson, 1984; Moriera, Fox, & Sparkes, 2002; Richardson & Watt, 2006). Earlier socialisation studies have positioned the pre-service teacher in more passive ways, whereas more contemporary views have suggested that the pre-service teacher is more active in their socialisation into the profession (Stroot & Ko, 2006) . Socialisation studies have identified individual reasons for choosing to become a physical education teacher, rather than identifying common attractors and facilitators or underlying motivational constructs in choice of profession (Spittle, Jackson, & Casey, 2009) . These attractors to and facilitators of physical education career choice have been labelled as motives in the literature (Richardson & Watt, 2006) but provide a description of the choices rather than identifying the psychological mediators of behavioural outcomes. Relatively little attention has been given to the motivation of physical education teachers (Moreira, et al., 2002), or more importantly the determinants of physical education teachers’ motivation (Lindholm, 1997) .  \nExisting motivational models could be included in a framework to explore the reasons for physical education career choice to provide for greater understanding of these choices. For example, self-determination theory (Deci & Ryan, 1985) could be applied as a motivational framework to expl","cbCaie4ceUCRZOOI","https://ap.wps.com/l/cbCaie4ceUCRZOOI","pdf",201614,26,"English","# Introduction\n## Attractors and Facilitators\n## Motivation Predictors","[{\"question\":\"What was the study’s main focus?\",\"answer\":\"The study examined why pre-service teachers choose to specialise in primary physical education and how these choices relate to their motivation.\"},{\"question\":\"Which instruments did the researchers use to measure motivation and reasons?\",\"answer\":\"Participants completed the Attractors and Facilitators for Physical Education (AFPE) questionnaire and the Academic Motivation Scale (AMS).\"},{\"question\":\"What were the strongest predictors of intrinsic motivation?\",\"answer\":\"The strongest intrinsic motivation predictors were choosing the specialisation due to confident interpersonal service, low perceived demand, and family reasons.\"}]","The Reasons And Motivation For Pre-Service Teachers Choosing To Specialise In Primary Physical Education Teacher Education | PDF",1792079337,66]