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The Educational Review, USA

ISSN Print: 2575-7938 Downloads: 449173 Total View: 4816694
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Article Open Access http://dx.doi.org/10.26855/er.2023.04.029

Application of ARCS Motivation Mode in Teaching Physical Education

Tiange Li1,2,*, Rizal O. Dapat1

1Adamson University, 900 San Marcelino Street, Ermita, Manila, Philippines.

2Hunan Applied Technology University, Changde, Hunan, China.

*Corresponding author: Tiange Li

Published: June 1,2023

Abstract

Based on the ARCS model, this paper investigates the significant relationships between the variables and the challenges faced by teachers when using the ARCS teaching method in four latitudes: attention, practicality, self-efficacy and satisfaction. The results of the study show that the variables of attention, practicality, self-confidence and satisfaction all show high validity under the ARCS motivational strategy. In physical education, students' attention can be captured by providing seemingly contradictory and unexpected things, changing teaching methods or media, organising activities in which every student can participate, etc., to stimulate students' desire to exercise and to have self-confidence in physical activity in order to overcome difficulties and obstacles and to persist in physical activity in the long term. If students are to sustain their sporting behaviour, it is important to align expectations with results, make them feel satisfied and provide positive feedback so that students understand that if they work hard they will make progress and increase their self-confidence, thus sustaining their motivation. Motivate students to learn PE and promote good physical activity habits.

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DOI:10.16750/j.adge.2022.01.002.

How to cite this paper

Application of ARCS Motivation Mode in Teaching Physical Education

How to cite this paper: Tiange Li, Rizal O. Dapat. (2023). Application of ARCS Motivation Mode in Teaching Physical Education. The Educational Review, USA7(4), 545-548.

DOI: http://dx.doi.org/10.26855/er.2023.04.029