The Role of Facilitators in the Constraint Negotiation of Leisure-Time Physical Activity

2021 ◽  
pp. 1-19
Author(s):  
Julie S. Son ◽  
Guangzhou Chen ◽  
Toni Liechty ◽  
Megan C. Janke ◽  
Stephanie T. West ◽  
...  
Keyword(s):  
Physical Activity ◽  
Leisure Time ◽  
Leisure Time Physical Activity ◽  
Constraint Negotiation

scholarly journals The Role of Perceived Personal Barriers to Engagement in Leisure-Time Physical Activity

2007 ◽  
Vol 97 (3) ◽  
pp. 515-519 ◽  
Author(s):  
Felipe F. Reichert ◽  
Aluísio J.D. Barros ◽  
Marlos R. Domingues ◽  
Pedro C. Hallal
Keyword(s):  
Physical Activity ◽  
Leisure Time ◽  
Leisure Time Physical Activity

Examining the role of acculturation in the leisure-time physical activity of South Asians living in Canada

2015 ◽  
Vol 18 (2) ◽  
pp. 156-160 ◽  
Author(s):  
Gordon J. Walker ◽  
Cristina M. Caperchione ◽  
W. Kerry Mummery ◽  
Shirley Chau
Keyword(s):  
Physical Activity ◽  
Leisure Time ◽  
Leisure Time Physical Activity ◽  
South Asians

scholarly journals Transformational Teaching in Physical Education and Students’ Leisure-Time Physical Activity: The Mediating Role of Learning Climate, Passion and Self-Determined Motivation

2020 ◽  
Vol 17 (13) ◽  
pp. 4844 ◽  
Author(s):  
Isabel Castillo ◽  
Javier Molina-García ◽  
Isaac Estevan ◽  
Ana Queralt ◽  
Octavio Álvarez
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Structural Equation ◽  
Leisure Time ◽  
Leisure Time Physical Activity ◽  
Teaching Style ◽  
Equation Modeling ◽  
Learning Climate ◽  
Transformational Teaching

In the context of education, this study examined the relationship between perceiving a transformational physical education (PE) teacher and student’s leisure-time physical activity (PA). Furthermore, we tested the potential mediation role of motivational learning climate, passion and self-determined motivation in this relationship. The sample was composed of 2210 high-school PE students (1145 males, 1065 females) between 16 and 20 years of age. Results of structural equation modeling revealed that the perceived transformational PE teacher–PA outcomes relationship was stronger when students perceived a task-involving climate, when they were harmoniously passionate, and when they were self-determined. We conclude that students’ health-enhancing behaviours could be improved if their PE teachers use transformational teaching style and created a task-oriented learning climate.

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