Terry Runcie Action Research Report 1

Murrieta Regional Center Summer 1, 2014 June, 2014

Action Research Report
Terry Runcie
Azusa Pacific University
EDUC 526
Professor: Matt Hixson















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Murrieta Regional Center Summer 1, 2014 June, 2014
Abstract
During the 2009-2010 school year, a teacher examined methods of increasing
their students motivation to learn. The process started with the teacher looking at
motivation and exploring the various factors that affect student motivation. After
identifying the attributes to a motivated student, each teacher designed methods which
they hoped would increase student motivation and therefore would increase student
learning in their classrooms. This action research report examines the teachers project,
and then offers discussion as to why the data offered here may be meaningful to other
teachers as well.
Section One: Introduction
Will learning activities based on real life situation motivate students to increase
their learning?
The data that was compiled for this report was taken from a freshman physical
education classes at West Covina High School. The classes are coed classes of
students. All of the classes in this report were conducted in second period classes. The
unit that I will focus on is the weight training unit. The unit started with an introduction to
weight training. In the introduction, students learned many principles if training, weight
training vocabulary, muscle groups and the precise lifts that would improve those
muscle groups. After the introduction, the students were given examples of proper lifting
form. The examples were done by the teacher. Next the students attempted the lifts with
a spotter.
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Murrieta Regional Center Summer 1, 2014 June, 2014
I will explain the extra assignment that the second classes completed for this
unit. In all classes, after the students attempted all of the lifts, they designed and
participated in a lifting routine that would be beneficial to their individual lifestyles. They
will have to make an instructional video assignment that they knew would be viewed by
next years upcoming freshman.
Section Two: Implementation
After making sure that the students had the basic understanding of the safety,
vocabulary and general principles of weight training, they were asked to make a
presentation of the proper form for one particular lift. The video presentation was broken
down into three part they needed an introduction, a demonstration, and a summary. The
students were asked to explain the following items in the introduction part of their video.
Which lift are you teaching?
What muscle groups does this lift work?
Where are those muscles located?
How often can you work these muscles or do this lift?
What type of equipment do you need?
How can you use a spotter?

Then the students had demonstrate the lift on their video, the students would
explain any other lifts that would could help the same muscle groups or any
alternative methods for this lift. After explaining the lifts, the students would move on
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Murrieta Regional Center Summer 1, 2014 June, 2014
to the summary of their project. They needed to reiterate the safety issues, explain
why someone may want to do this lift, how a spotter can be used and any other
important issues that need to be addressed.
Section three: Results
The following is a description of the highlights of the data that I have
accumulated during the weight training unit. The data that I collected helps support
that the idea that the video instructional assignment, when used as a real life
situation, can help increase motivation in my freshman students at West Covina
High School. I also have data that supports the fact their increased motivation led to
increased learning in the weight training and muscle unit.
The assignment that I used for this unit helped both the students who wanted to
weight train the entire period and the students who were less enthusiastic about their
workouts. For the more motivated learner, the students were able to exhibit the skills
that they have learned during this unit. For the less motivated student, this activity
gave them another outlet in class. They were able to be less physical, but still be
able to become more experts with the lift that they were presenting. Once they
learned the lift in more detail, they were less intimated by the rest of the lifts that they
could now understand better.
At the end of the unit we gave them a survey to assess the relationship between
motivation, value, enjoyment, and challenge of the assignment. The results were
tabulated with the following standard. If the student was completely unmotivated,
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Murrieta Regional Center Summer 1, 2014 June, 2014
they registered a 1. If they had average motivation for this class, they recorded a 2.
If they were extremely motivated they rated their motivation a 3.
Average Score (3) Comments
Motivation 2.31 33 out of 39 students rate
motivation in class
average or higher
Value 2.5 37 out of 39 students rate
value of class average or
higher
Enjoyment 2.5 33 out of 39 students rate
enjoyment of class
average or higher
Challenge 1.5 26 out of 39 students rate
challenge of class average
or higher

As you can see in the table, the students rated the value and enjoyment of the
class the highest (2.5). Motivated was a close third (2.31), and challenge was the
lowest (1.5).
Section four: Conclusions
With the understanding that the students videos would be viewed by their peers,
the students had much more motivation to put together a quality project. The simple
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Murrieta Regional Center Summer 1, 2014 June, 2014
fact that the quality of the instructional videos is high enough that I am going to be
able to use them as an effective instructional tool when I become a P.E. teacher Im
going to use this assignment.
Section five: General comments
The students put together a product that reflects learning and motivation. Due to
the fact that the projects were informative, factual, and useful this assignment both
increased motivation as well as learning of the students.