Effects of Sport Education Model on Self- Determination of physical education syllabus female students

The purpose of this study was to investigate the effects of sport education model on self-determination (SD) in female students taking physical education II. Self-determination theory is based on Deci and Ryan theory which concentrates on self-motivation and self-determination of a learner's behavior scalage. The criterion of behavior scalage includes 3 motivational sources: amotivation, intrinsic motivation, and extrinsic motivation. Extrinsic motivation contains external regulation, interjected regulation, identified regulation, and integrated regulation respectively. Appropriate conditions in sport classes help the learner learn, enjoy the real pleasure of practicing and achieve intrinsic motivation easily. Performing the sport education model having features such as grouping, having learners play roles, and learning in terms of competition results in learners practicing and making choices consciously. The study was conducted in quasi-experimental manner. Learners included 34 subjects and divided randomly into two traditional and sport education groups were trained in physical education II. In order to evaluate self-determination, questionnaires (including pre-tests, mid-tests and post-tests) concerning regulating exercise behaviors were distributed among learners of the two classes, and the amount of selfdetermination in each learner was determined according to a formula. Repeated measures ANOVA was used to analyze data. Discussing the effects sport education model has on self-determination showed a significant increase in self-determination, while self-determination in traditional physical education classes decreased. It can be concluded that creating conditions and agendas such as sport education model (SEM) in sport classes particularly academic ones which one is responsible for his/her behavior is a way to increase self-determination.