Exercise Perceptions and Motivation of Children and Adolescents

2020 ◽  
Author(s):  
Richard Rosenkranz
Keyword(s):  
Physical Activity ◽  
Children And Adolescents ◽  
Psychological Needs ◽  
Individual Characteristics ◽  
Basic Psychological Needs ◽  
Dual Process ◽  
Physically Active ◽  
Essential Information ◽  
Physical Activity And Exercise ◽  
And Behavior

As technology advances and offers enjoyable sedentary alternatives to sport, active recreation, and transportation, there is a growing need to understand and harness the drivers of physical activity and exercise among children and adolescents. Determining how youth perceive their physical capabilities and their opportunities and what motivates them to be physically active can provide essential information for teachers, coaches, youth leaders, and program planners who are interested in promoting physical activity. Several well-established and also more recently developed behavioral theories offer numerous avenues to gaining a better understanding of the perceptions and motivation of youth with respect to physical activity and exercise behavior, including the social ecological model, social cognitive theory, self-determination theory, habit theory, dual-process theory, and nudge theory, among others. Children and adolescents have individual characteristics that influence their perceptions, motivations, and behavior. They also exist within a multilayered ecological context that helps to shape those perceptions, motivations, and behavior. For youth to be sufficiently physically active and thereby help to reach their full potential, the environment must be conducive to consistent routines of physical activity. Such an environment can be designed to provide easily accessible and enjoyable opportunities for youth to fulfill their basic psychological needs for autonomy, relatedness, and competence to be physically active. There is potential for technology to contribute positively toward the design of conducive environments, and toward fostering motivation and enjoyment of exercise and physical activity among children and adolescents.

An Intervention to Support Collegiate Student-Athletes in the Transition to Meaningful Lifetime Physical Activity

2020 ◽  
Vol 4 (1) ◽  
pp. 75-83
Author(s):  
Melinda B. Smith ◽  
Diane L. Gill ◽  
Erin J. Reifsteck
Keyword(s):  
Physical Activity ◽  
Student Athletes ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Division Iii ◽  
Physically Active ◽  
Psychological Wellness ◽  
Barriers And Opportunities

Former student-athletes (SAs) experience unique barriers to maintaining their physical activity, such as loss of team support, less motivation without specific goals, and identity-related changes. Informed by a self-determination theory framework, the authors developed a 6-week Pilates-based intervention to support the physical and psychological wellness of SAs by fostering self-determined motivation and basic psychological needs satisfaction as they make the transition to physically active alumni. In this case study, the authors outline the development and implementation of the program with final-year SAs (N = 12) at a Division III institution. Feasibility was demonstrated through high adherence and positive participant feedback suggesting they valued their experiences in the program and felt more confident in pursuing new forms of physical activity beyond college sports. To extend this type of programming at other institutions, the authors recommend that sport psychology professionals consider unique institutional barriers and opportunities for supporting SAs in their transition to meaningful lifetime activity.

scholarly journals Having a Positive Relationship to Physical Activity: Basic Psychological Need Satisfaction and Age as Predictors for Students’ Enjoyment in Physical Education

Sports ◽  
2021 ◽  
Vol 9 (7) ◽  
pp. 90
Author(s):  
Sascha Leisterer ◽  
Leonie Gramlich
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Autonomy Support ◽  
Psychological Needs ◽  
Need Satisfaction ◽  
Basic Psychological Needs ◽  
Active Lifestyle ◽  
Physically Active ◽  
Common Illnesses ◽  
Student Age

Physical activity is fundamental to prevent common illnesses in youth and research shows that students who perceive enjoyment in physical education (PE) have a more physically active lifestyle. This study aims to identify psychological antecedents of student enjoyment in PE. We addressed this by assessing aspects of self-determination theory (SDT), including the extent of autonomy-supportive teaching in PE (reported by teachers), the satisfaction of students’ basic psychological needs, and student age (reported by students), via questionnaires. Correlational and multiple linear regression analyses of the collected data of N = 170 students (M = 14.3 ± 2.20, 10–19 years of age) and N = 10 teachers show that autonomy support is related to autonomy satisfaction in students (r = 0.20, p < 0.01). In turn, student perception of autonomy correlates with competence (r = 0.64, p < 0.001) and belonging (r = 0.37, p < 0.001). All three basic psychological needs predict enjoyment in PE (F(1, 163) = 19.59, R2 = 0.68, p < 0.01). Additional analyses show that higher student age predicts a decrease in enjoyment (ΔR2 = 0.04, B = −0.73, β = −0.21, p < 0.01). Thus, student enjoyment in PE, as a foundation for a physically active lifestyle, can help to prevent common illnesses by satisfying basic psychological needs in PE.

scholarly journals The Acceptability, Feasibility and Effectiveness of Wearable Activity Trackers for Increasing Physical Activity in Children and Adolescents: A Systematic Review

2021 ◽  
Vol 18 (12) ◽  
pp. 6211
Author(s):  
Amy V. Creaser ◽  
Stacy A. Clemes ◽  
Silvia Costa ◽  
Jennifer Hall ◽  
Nicola D. Ridgers ◽  
...  
Keyword(s):  
Physical Activity ◽  
Systematic Review ◽  
Children And Adolescents ◽  
Behaviour Change Techniques ◽  
Physically Active ◽  
Self Monitoring ◽  
Start Date ◽  
Activity Trackers ◽  
Wearable Activity Trackers

Wearable activity trackers (wearables) embed numerous behaviour change techniques (BCTs) that have previously been shown to increase adult physical activity (PA). With few children and adolescents achieving PA guidelines, it is crucial to explore ways to increase their PA. This systematic review examined the acceptability, feasibility, and effectiveness of wearables and their potential mechanisms of action for increasing PA in 5 to 19-year-olds. A systematic search of six databases was conducted, including data from the start date of each database to December 2019 (PROSPERO registration: CRD42020164506). Thirty-three studies were included. Most studies (70%) included only adolescents (10 to 19 years). There was some—but largely mixed—evidence that wearables increase steps and moderate-to-vigorous-intensity PA and reduce sedentary behaviour. There were no apparent differences in effectiveness based on the number of BCTs used and between studies using a wearable alone or as part of a multi-component intervention. Qualitative findings suggested wearables increased motivation to be physically active via self-monitoring, goal setting, feedback, and competition. However, children and adolescents reported technical difficulties and a novelty effect when using wearables, which may impact wearables’ long-term use. More rigorous and long-term studies investigating the acceptability, feasibility, and effectiveness of wearables in 5 to 19-year-olds are warranted.

scholarly journals How TGfU Influence on Students’ Motivational Outcomes in Physical Education? A Study in Elementary School Context

2021 ◽  
Vol 18 (10) ◽  
pp. 5407
Author(s):  
Vicente Gaspar ◽  
Alexander Gil-Arias ◽  
Fernando Del Villar ◽  
Alba Práxedes ◽  
Alberto Moreno
Keyword(s):  
Physical Education ◽  
Healthy Lifestyle ◽  
School Context ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Control Group ◽  
Physically Active ◽  
Quasi Experimental ◽  
Experimental Group ◽  
Small Side

The purpose of this study was to implement a comprehensive teaching program based on the principles of Teaching Games for Understanding (TGfU) model and questioning, and to assess its consequences for students’ satisfaction of basic psychological needs, motivation, perceptions of ability and intention to be physically active during Physical Education lessons in primary education. A quasi-experimental design was utilized. Participants were 111 students from two different groups of fifth and sixth graders, all enrolled in one primary school. Participants were divided into experimental and control group. Experimental group experienced a TGfU unit, according to small side games and the questioning. Control group experienced a small side games unit, without questioning. Within-group results showed that experimental group students reported significantly higher mean scores in all dependents variables of the study, in both genders. Results showed that control group only reported significantly higher mean scores in intention to be physically active variable, also in both genders. The results demonstrate the need to implement didactic units under comprehensive pedagogical approaches to improve motivation and the intention to develop healthy lifestyle habits in female and male students. More researches are needed to support this evidence.

A Self-Determined Exploration of Adolescents’ and Parents’ Experiences Derived From a Multidimensional School-Based Physical Activity Intervention

2020 ◽  
pp. 1-10
Author(s):  
Roberto Ferriz ◽  
Alejandro Jiménez-Loaisa ◽  
David González-Cutre ◽  
María Romero-Elías ◽  
Vicente J. Beltrán-Carrillo
Keyword(s):  
Physical Activity ◽  
Physical Activity Intervention ◽  
Leisure Time Physical Activity ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Motivational Strategies ◽  
School Based ◽  
Parents Experiences

Purpose: Adolescents’ and parents’ experiences within a multidimensional school-based physical activity intervention grounded on self-determination theory were explored. Method: Qualitative data from 29 adolescents (aged 15–17 years) and three parents on behalf of the total students’ families were collected via participant observation (research diary), semistructured interviews, and focus groups. Results: Adolescents perceived that the application of motivational strategies, based on self-determination theory, satisfied their basic psychological needs for autonomy, competence and relatedness, favored self-determined motivation, and gave rise to adaptive consequences (improved physical activity knowledge, creation of affective bonds, and increased leisure-time physical activity). These results were supported by the information reported by the students’ parents. Discussion/Conclusions: The findings support the implementation of self-determination theory-based multidimensional interventions to promote adolescents’ physical activity participation. This study also presents several motivational strategies which could be useful for the design and implementation of future school-based physical activity interventions.

scholarly journals Associations between time spent in green areas and physical activity among late middle-aged adults

2016 ◽  
Vol 11 (3) ◽  
Author(s):  
Bart Dewulf ◽  
Tijs Neutens ◽  
Delfien Van Dyck ◽  
Ilse De Bourdeaudhuij ◽  
Steven Broekx ◽  
...  
Keyword(s):  
Physical Activity ◽  
Global Positioning System ◽  
Individual Characteristics ◽  
Positioning System ◽  
Accelerometer Data ◽  
Middle Aged ◽  
Physically Active ◽  
Global Positioning ◽  
Green Areas ◽  
Middle Aged Adults

Physical activity is an important facilitator for health and wellbeing, especially for late middle-aged adults, who are more susceptible to cardiovascular diseases. Physical activity performed in green areas is supposed to be particularly beneficial, so we studied whether late middle- aged adults are more active in green areas than in non-green areas and how this is influenced by individual characteristics and the level of neighbourhood greenness. We tracked 180 late middle-aged (58 to 65 years) adults using global positioning system and accelerometer data to know whether and where they were sedentary or active. These data were combined with information on land use to obtain information on the greenness of sedentary and active hotspots. We found that late middle-aged adults are more physically active when spending more time in green areas than in non-green areas. Spending more time at home and in non-green areas was found to be associated with more sedentary behaviour. Time spent in non-green areas was found to be related to more moderate-to-vigorous physical activity (MVPA) for males and to less MVPA for females. The positive association between time spent in green areas and MVPA was the strongest for highly educated people and for those living in a green neighbourhood. This study shows that the combined use of global positioning system and accelerometer data facilitates understanding of where people are sedentary or physically active, which can help policy makers encourage activity in this age cohort.

scholarly journals Motivational Variables to Predict Autotelic Experience and Enjoyment of Students. Analysis in Function of Environment and Sports Practice

2020 ◽  
Vol 12 (6) ◽  
pp. 2352 ◽  
Author(s):  
Marta Leyton-Román ◽  
Marta Guíu-Carrera ◽  
Asier Coto-Cañamero ◽  
Ruth Jiménez-Castuera
Keyword(s):  
Physical Activity ◽  
Rural Areas ◽  
Urban Areas ◽  
Geographical Location ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Perceived Support ◽  
Perception Of Support

The aim of this study was to find out how self-determined motivation, Basic Psychological Needs (BPN) and the perception of support influence autonomy-predicted autotelic experience and enjoyment, and to analyse the differences depending on the geographical location of the centre and whether they lead to the practice of physical activity, extracurricular or not, of 271 learners in physical education from 10 to 12 years (M = 10.94, SD = 0.73). The theoretical framework used was the Self-Determination Theory. The results showed that more self-determined motivation, the perception of support for autonomy and BPN positively predict both autotelic experience and enjoyment. Moreover, learners from urban areas have higher values in less self-determined forms of motivation and lower levels of perceived support for autonomy and BPN than learners from rural areas. Furthermore, students who carry out extracurricular physical activity had higher values in all variables compared to those who did not. It is essential to promote sport to students with more self-determined forms of motivation through the satisfaction of BPN, especially in students who do not do extracurricular physical activity and students in urban areas.

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