Teacher, peer and parent autonomy support in physical education and leisure-time physical activity: A trans-contextual model of motivation in four nations

Physical education focuses on the development of sports skills as well as fitness for health. In Central European countries there has been a shift in these focuses since the fall of Communism to follow internationally-recognised health-related physical activity recommendations, similar to Western European countries. In this study we investigated the extent to which motivation from school physical education transfers to leisure-time physical activity providing autonomy support by three social agents: school (physical education teachers), family and peers. Our study utilised the Aetological Approach (AA), Ecological Model (EM) and the Trans-Contextual Model (TCM) that consists of the Theory of Planned Behaviour (TPB) and the Self-Determination Theory (SDT) to explore how autonomous motivation is transferred between contexts (physical education, leisure-time and current behaviour). Nine-hundred and seventy-four students aged 11–18 (55% girls) participated in our study from four countries: Hungary, United Kingdom, Romania and Slovakia. A prospective research design was employed, and questionnaires were administered at three time points. Using 7-point Likert scales, attitude, usefulness, and affectiveness were measured. Furthermore, subjective norms and perceived behavioural control (PBC) were tested within TPB. Autonomous and controlling motivation were measured within SDT by administering the Behavioural Regulation in Exercise questionnaires (BREQ and BREQ-2). Finally, past physical activity, intention and current physical activity behaviours were tested. Results indicated that perceived autonomy support from family and friends predicted autonomous motivation towards leisure-time physical activity in all four countries. However, teachers’ behaviour in some Eastern European countries did not predict this transfer. In general, in line with previous literature, boys reported more physical activity than girls. A strong influencing factor in the path model was that past behaviour predicted current behaviour, and according to that factor, boys reported being more active than girls.Boys also perceived more support from PE teachers than girls which was likely to have influenced their autonomous motivation in PE, which in turn transferred to leisure time. We discuss these results in the context of theories exploring the role of motivation and social environment on children’s choices related to physical activity. In conclusion, we suggest providing more autonomy support, especially by schools, for the enhancement of autonomous motivation of young people to promote their leisure time physical activity.

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Autonomy support in physical education promotes autonomous motivation towards leisure-time physical activity: evidence from a sample of Chinese college students

Health Promotion International ◽

10.1093/heapro/day102 ◽

2018 ◽

Vol 35 (1) ◽

pp. e1-e10 ◽

Cited By ~ 1

Author(s):

Kahar Abula ◽

Jürgen Beckmann ◽

Zhongkai He ◽

Chengwa Cheong ◽

Fuquan Lu ◽

...

Keyword(s):

Physical Activity ◽

College Students ◽

Physical Education ◽

Autonomy Support ◽

Leisure Time ◽

Leisure Time Physical Activity ◽

Autonomous Motivation ◽

Control Group ◽

Chinese College Students ◽

Perceived Autonomy Support

Summary Based on the trans-contextual model, two studies aimed to test whether autonomy-supportive physical education (PE) promotes autonomous motivation towards leisure-time physical activity among Chinese college students. Study 1 was conducted in September 2015 and used a cross-sectional design. Participants were students who provided data on perceived autonomy support and motivation for physical activity. Regression analysis was used to analyze the data. Study 2 took place from September to December 2015 and employed an experimental design. Participants were PE teachers and their students. The teachers were randomized to either an intervention or a control group and those in the intervention group received a 3-month long autonomy-supportive intervention program. Their students provided data on motivation. The data were analyzed with repeated measurement analysis of variance. A total of 681 students aged 16–26 years participated in Study 1. Perceived autonomy support predicted autonomous motivation in PE (β = 0.18, P = 0.001), which in turn predicted autonomous motivation towards leisure-time physical activity (β = 0.51, P = 0.001). Ten PE teachers (28–53 years) and 258 students (16–26 years) participated in Study 2. Students who were educated by the intervention teachers had significantly stronger autonomous motivation towards leisure-time physical activity than students educated by the control teachers after the intervention, (F = 12.41, P = 0.001). The results suggest that PE may serve as an effective platform to promote an active lifestyle among Chinese college students when teachers provide students with an experience of autonomy.

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Apoyo a la autonomía en educación física: antecedentes, diseño, metodología y análisis de la relación con la motivación en estudiantes adolescentes (Autonomy support physical education: history, design, methodology and analysis regarding motivation in tee

Retos ◽

10.47197/retos.v0i24.34523 ◽

2015 ◽

pp. 46-49

Author(s):

Antonio Baena-Extremera ◽

Antonio Granero-Gallegos ◽

José Antonio Sánchez-Fuentes ◽

Marina Martínez-Molina

Keyword(s):

Physical Activity ◽

Physical Education ◽

Autonomy Support ◽

Design Methodology ◽

Leisure Time ◽

Leisure Time Physical Activity ◽

Learning Climate ◽

Sport Motivation ◽

Motivation Scale ◽

Sport Motivation Scale

En cualquier área de la enseñanza es reconocida la importancia que tiene que los alumnos están motivados. Pero para ello hacen falta profesores que motiven y actuaciones docentes que provoquen este estado en los estudiantes. El apoyo a la autonomía puede ser clave para mejorar la motivación en los discentes, así como un indicador para buscar otras mejoras en el proceso de enseñanza-aprendizaje. El objetivo de este trabajo ha sido analizar la importancia que puede tener el apoyo a la autonomía en el alumno (tanto en su aprendizaje como en la adquisición de hábitos) y ejemplificar el diseño, metodología y posibles análisis a realizar para responder a los objetivos planteados. Para ello se utilizará una muestra de 758 alumnos (347 hombres, 45.8%; 411 mujeres, 54.2%) de secundaria de la Región de Murcia, con edades comprendidas entre 12 y 18 años (M = 15.22; SD = 1.27). El instrumento a utilizar será un cuestionario compuesto por las escalas: Learning Climate Quetionarire (LCQ), Sport Motivation Scale (SMS), Intention to partake in leisure-time physical activity (Intención-PFTL), Escala de Satisfacción Intrínseca hacia la Educación Física (SSI-EF) y la escala de Importancia y utilidad de la Educación Física (IEF). Los posibles resultados podrán mejorar y discutir muchos de los trabajos ya existentes y aportar nuevas orientaciones que sirvan al profesorado para mejorar su actuación docente.Palabras clave: apoyo a la autonomía; motivación; educación física.Abstract: In any area of education it is recognized how important is that students are motivated. But this requires teachers who motivate and actions that cause this state on students. The autonomy support may be the key to improve the motivation of learners, as well as an indicator to search for other improvements in the teaching-learning process. The aim of this study was to analyze the potential importance of supporting autonomy in students (both in learning and in the acquisition of habits) and exemplify the design, methodology and analysis to make possible to get the objectives. This will draw a sample of 758 high school students (347 men, 45.8%; 411 women, 54.2%) of the Region of Murcia, aged between 12 and 18 (M = 15.22, SD = 1.27). The instrument to be used is a questionnaire consisting of scales: Learning Climate Quetionarire (LCQ), Sport Motivation Scale (SMS), Intention to partake in leisure-time physical activity (Intention-PFTL), Sport Satisfaction Instrument to Physical Education (SSI-EF) and the scale of Importance and usefulness of Physical Education (IEF). Possible results may improve and discuss many of the existing work and provide further guidance to be used for teachers to improve their teaching performance.Key words: autonomy support; motivation; physical education.

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Predictors of School Students’ Leisure-Time Physical Activity: An Extended Trans-Contextual Model Using Bayesian Path Analysis

10.21203/rs.3.rs-23231/v3 ◽

2021 ◽

Author(s):

Juho J. Polet ◽

Jekaterina Schneider ◽

Mary Hassandra ◽

Taru Lintunen ◽

Arto Laukkanen ◽

...

Keyword(s):

Physical Activity ◽

Social Cognition ◽

Autonomy Support ◽

Leisure Time ◽

Leisure Time Physical Activity ◽

Autonomous Motivation ◽

Physical Activity Participation ◽

Activity Participation ◽

School Students ◽

Contextual Model

Abstract The present study aimed to examine effects of motivational and social cognition constructs on children’s leisure-time physical activity participation alongside constructs representing implicit processes using an extended trans-contextual model. The study adopted a correlational prospective design. Secondary-school students (N = 502) completed self-report measures of perceived autonomy support from physical education (PE) teachers, autonomous motivation in PE and leisure-time contexts, and social cognition constructs (attitudes, subjective norms, perceived behavioral control), intentions, trait self-control, habits, and past behavior in a leisure-time physical activity context. Five weeks later, students (N = 298) self-reported their leisure-time physical activity participation. Bayesian path analyses supported two key premises of the model: perceived autonomy support predicted autonomous motivation in PE, and autonomous motivation in PE predicted autonomous motivation in leisure time. Both forms of autonomous motivation predicted social cognition constructs and intentions, but did not predict leisure-time physical activity participation. Self-control, attitudes, and past behavior were direct predictors of intentions and leisure-time physical activity participation. Specifying informative priors for key model relations using Bayesian analysis yielded greater precision for some model effects. Findings raise some questions on the predictive validity of the original trans-contextual model, but highlight the value of extending the model to incorporate additional constructs representing non-conscious processes.

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Predictors of school students’ leisure-time physical activity: An extended trans-contextual model using Bayesian path analysis

PLoS ONE ◽

10.1371/journal.pone.0258829 ◽

2021 ◽

Vol 16 (11) ◽

pp. e0258829

Author(s):

Juho Polet ◽

Jekaterina Schneider ◽

Mary Hassandra ◽

Taru Lintunen ◽

Arto Laukkanen ◽

...

Keyword(s):

Physical Activity ◽

Social Cognition ◽

Autonomy Support ◽

Leisure Time ◽

Leisure Time Physical Activity ◽

Autonomous Motivation ◽

Self Control ◽

Physical Activity Participation ◽

Activity Participation ◽

Contextual Model

The present study aimed to examine effects of motivational and social cognition constructs on children’s leisure-time physical activity participation alongside constructs representing implicit processes using an extended trans-contextual model. The study adopted a correlational prospective design. Secondary-school students (N = 502) completed self-report measures of perceived autonomy support from physical education (PE) teachers, autonomous motivation in PE and leisure-time contexts, and social cognition constructs (attitudes, subjective norms, perceived behavioral control), intentions, trait self-control, habits, and past behavior in a leisure-time physical activity context. Five weeks later, students (N = 298) self-reported their leisure-time physical activity participation. Bayesian path analyses supported two key premises of the model: perceived autonomy support was related to autonomous motivation in PE, and autonomous motivation in PE was related to autonomous motivation in leisure time. Indirect effects indicated that both forms of autonomous motivation were related to social cognition constructs and intentions. However, intention was not related to leisure-time physical activity participation, so model variables reflecting motivational processes did not account for substantive variance in physical activity participation. Self-control, attitudes, and past behavior were direct predictors of intentions and leisure-time physical activity participation. There were indirect effects of autonomous motivation in leisure time on intentions and physical activity participation mediated by self-control. Specifying informative priors for key model relations using Bayesian analysis yielded greater precision for some model effects. Findings raise some questions on the predictive validity of constructs from the original trans-contextual model in the current sample, but highlight the value of extending the model to incorporate additional constructs representing non-conscious processes.

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Effectiveness of a creative physical education intervention on elementary school students’ leisure-time physical activity motivation and overall physical activity in Finland

European Physical Education Review ◽

10.1177/1356336x18775009 ◽

2018 ◽

Vol 25 (3) ◽

pp. 796-815 ◽

Cited By ~ 5

Author(s):

Juha Kokkonen ◽

Sami Yli-Piipari ◽

Marja Kokkonen ◽

John Quay

Keyword(s):

Physical Activity ◽

Physical Education ◽

Leisure Time ◽

Leisure Time Physical Activity ◽

School Context ◽

Sixth Grade ◽

School Students ◽

Before And After ◽

Negative Effect ◽

Positive Effect

This study investigated the effectiveness of a creative physical education (CPE) intervention on students’ perceptions of motivational climate in physical education (PE), leisure-time physical activity (PA) motivation, and overall PA. A sample of 382 fourth to sixth grade students ( Mage= 10.87[.93]) from two elementary schools were assigned to the CPE intervention ( n = 196; Mage= 10.84[.95]) and control ‘PE-as-usual’ ( n = 186; Mage= 10.90[.90]) groups. Students’ perceived task- and ego-supportive climate in PE, leisure-time PA motivation, and overall PA were measured before and after the one-year intervention. Analyses of covariance and path analyses were implemented to test the effectiveness of the intervention. The intervention had a positive effect on students’ perceptions of task-supportive climate in PE ( p < .001) and a negative effect on ego-supportive climate ( p < .001). Students’ perceptions of task-supportive climate had a positive effect on their leisure-time PA motivation ( p < .001), which, in turn, had a positive effect on their overall PA ( p < .001). The results suggest that CPE-based PE may increase students’ perceptions of task-supportive climate in PE, which predicts their later leisure-time PA motivation outside the school context and overall PA.

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Motivational Predictors of Physical Education Students’ Effort, Exercise Intentions, and Leisure-Time Physical Activity: A Multilevel Linear Growth Analysis

Journal of Sport and Exercise Psychology ◽

10.1123/jsep.32.1.99 ◽

2010 ◽

Vol 32 (1) ◽

pp. 99-120 ◽

Cited By ~ 107

Author(s):

Ian M. Taylor ◽

Nikos Ntoumanis ◽

Martyn Standage ◽

Christopher M. Spray

Keyword(s):

Physical Activity ◽

Physical Education ◽

Leisure Time ◽

Leisure Time Physical Activity ◽

Growth Models ◽

Self Determination Theory ◽

Psychological Needs ◽

Education Students ◽

Physical Education Students ◽

Mean Differences

Grounded in self-determination theory (SDT; Deci & Ryan, 2000), the current study explored whether physical education (PE) students’ psychological needs and their motivational regulations toward PE predicted mean differences and changes in effort in PE, exercise intentions, and leisure-time physical activity (LTPA) over the course of one UK school trimester. One hundred and seventy-eight students (69% male) aged between 11 and 16 years completed a multisection questionnaire at the beginning, middle, and end of a school trimester. Multilevel growth models revealed that students’ perceived competence and self-determined regulations were the most consistent predictors of the outcome variables at the within- and between-person levels. The results of this work add to the extant SDT-based literature by examining change in PE students’ motivational regulations and psychological needs, as well as underscoring the importance of disaggregating within- and between-student effects.

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