Autonomy is the perception of control and choice over a specific situation (Deci & Ryan, 1985). In a PE context this might entail increasing pupils’ options, offering an element of choice and the chance to make decisions in the lesson as well as welcoming questions and suggestions. In addition to choice around activities, choice can also relate to how and what to learn (Grey et al 2019). Accordingly we can have choice of activity and choice within an activity. Offering a perception of autonomy and choice to pupils in PE is a planned deliberate approach to support pupil learning that should not be confused with free play. Autonomy and choice can be provided to both younger and older children within the PE lesson in a variety of different ways.
Irish primary school pupils have identified the provision of some choice and autonomy in PE as enjoyable and desirable (Coulter et al 2020, Mc Gann et al 2020). In all instances the key to supporting autonomy and choice is effective teacher communication. Effective teacher student communication reassures students that their voices will be heard and influence how the class works towards objectives (Perlman et al 2011). Although some areas of the PE curriculum do not lend themselves to the same degree of choice and autonomy as others, with some pre planning a simple element of choice or autonomy can be incorporated into most lessons. A number of strategies for providing autonomy and choice in PE are outlined in the downloadable poster below:
The provision of autonomy and choice is one of the elements of a mastery climate in PE. A mastery climate prioritises effort and improvement over outcome with success self-referenced and has been identified as beneficial to pupils’ motivation (Hastie et al 2013) and Fundamental Movement Skill development in Irish primary school children (Kelly et al 2020). Provision of some autonomy and choice in PE also has many other benefits:
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