In high jump, the determination of a student＇s theoretical best performance helps the elaboration of the PE teacher＇s early expectations. By affecting the student＇s motivation profile, knowledge of these expectatio...In high jump, the determination of a student＇s theoretical best performance helps the elaboration of the PE teacher＇s early expectations. By affecting the student＇s motivation profile, knowledge of these expectations will have an impact on his progress. The study focuses on two ninth grade classes, where both are presented with a contest, a test and a questionnaire at the beginning and at the end of the cycle. We determine their actual and theoretical performances as well as their initial and final levels of self-determination. Only one class has been given knowledge of their theoretical performance. Then, two variables are analyzed： the ＂learning＂ variable linked to the duration of the cycle, and the ＂pedagogic modality＂ variable, whether the student is aware of his theoretical performance or not. The ANOVA （analysis of variance） tests performed have showed no significant impact of these variables on the performance, but their interaction is an important factor over the perceived progress. This significance is also observable on our subjects self-determination levels, intrinsic motivation and their overall skills. By fostering the teacher＇s perception, knowledge of the theoretical performance does not affect directly the student＇s performance but heightens his intrinsic motivation and favors the progress in his skills.展开更多
文摘In high jump, the determination of a student＇s theoretical best performance helps the elaboration of the PE teacher＇s early expectations. By affecting the student＇s motivation profile, knowledge of these expectations will have an impact on his progress. The study focuses on two ninth grade classes, where both are presented with a contest, a test and a questionnaire at the beginning and at the end of the cycle. We determine their actual and theoretical performances as well as their initial and final levels of self-determination. Only one class has been given knowledge of their theoretical performance. Then, two variables are analyzed： the ＂learning＂ variable linked to the duration of the cycle, and the ＂pedagogic modality＂ variable, whether the student is aware of his theoretical performance or not. The ANOVA （analysis of variance） tests performed have showed no significant impact of these variables on the performance, but their interaction is an important factor over the perceived progress. This significance is also observable on our subjects self-determination levels, intrinsic motivation and their overall skills. By fostering the teacher＇s perception, knowledge of the theoretical performance does not affect directly the student＇s performance but heightens his intrinsic motivation and favors the progress in his skills.
