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

2018 ◽  
Vol 35 (1) ◽  
pp. e1-e10 ◽  
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.

scholarly journals Perceived autonomy support and motivation in young people: A comparative investigation of physical education and leisure-time in four countries

2019 ◽  
Vol 15 (3) ◽  
pp. 509-530 ◽  
Author(s):  
Istvan Soos ◽  
Ibolya Dizmatsek ◽  
Jonathan Ling ◽  
Adedokun Ojelabi ◽  
Jaromir Simonek ◽  
...  
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Young People ◽  
Autonomy Support ◽  
Leisure Time ◽  
Leisure Time Physical Activity ◽  
Autonomous Motivation ◽  
European Countries ◽  
Perceived Autonomy Support ◽  
Current Behaviour

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.

scholarly journals Using Physical Education to Promote Leisure-Time Physical Activity in Lower Secondary School Students: The PETALS Trial

2020 ◽  
Author(s):  
Jekaterina Schneider ◽  
Juho Polet ◽  
Mary Hassandra ◽  
Taru Lintunen ◽  
Arto Laukkanen ◽  
...  
Keyword(s):  
Physical Activity ◽  
Autonomy Support ◽  
Leisure Time ◽  
Leisure Time Physical Activity ◽  
Physical Activity Behavior ◽  
Autonomous Motivation ◽  
School Students ◽  
Post Intervention ◽  
Activity Behavior ◽  
Perceived Autonomy Support

Abstract Background Inadequate physical activity in young people is associated with several physical and mental health concerns. Physical education (PE) is a potentially viable existing network for promoting physical activity in this population. However, little research has been conducted on whether PE teachers can influence students’ engagement in leisure-time physical activity. The present study therefore examined the efficacy of an intervention aimed at increasing PE teachers’ autonomy support on students’ leisure-time physical activity (the PETALS trial). The intervention was guided by the trans-contextual model (TCM) explaining the processes by which PE teachers’ provision of autonomy support during PE promotes students’ motivation and engagement in physical activity in their leisure time. Methods The study adopted a cluster-randomized, waitlist control intervention design with randomization by school. Participants were PE teachers (N = 29, 44.83%female; M age = 42.83, SD = 9.53yrs) and their lower secondary school students (N = 502, 43.82%female; M age = 14.52, SD = 0.71yrs). We measured TCM constructs, including perceived autonomy support, autonomous motivation in PE and leisure time, beliefs and intentions towards leisure-time physical activity, and physical activity behavior at baseline, post-intervention, and at one-, three-, and six-months. Study hypotheses were tested through a series of ANOVAs and structural equation models using post-intervention and one-month follow-up data. Results We found no changes in TCM constructs or physical activity behavior in either group at post-intervention or at one month. Path analyses supported two propositions of the TCM as change variables: perceived autonomy support had a significant effect on autonomous motivation in PE and autonomous motivation in PE had a significant effect on autonomous motivation in leisure time. Although we found a direct effect of autonomous motivation in leisure time on physical activity, we did not find support for the third premise of the TCM that autonomous motivation in leisure time indirectly affects physical activity through beliefs and intentions. Conclusions Current findings did not support the efficacy of the PETALS intervention at changing physical activity behavior and TCM constructs. More research is required to determine whether the TCM predictive validity is supported when other model variables are manipulated through experimental and intervention studies. Trial registration: ISRCTN, ISRCTN39374060. Registered 19 July 2018, https://doi.org/10.1186/ISRCTN39374060

scholarly journals Perceived Autonomy Support in Physical Education and Leisure-Time Physical Activity: A Cross-Cultural Evaluation of the Trans-Contextual Model.

2005 ◽  
Vol 97 (3) ◽  
pp. 376-390 ◽  
Author(s):  
Martin S. Hagger ◽  
Nikos L. D. Chatzisarantis ◽  
Vassilis Barkoukis ◽  
C. K. John Wang ◽  
Jaroslaw Baranowski
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Autonomy Support ◽  
Leisure Time ◽  
Leisure Time Physical Activity ◽  
Cross Cultural ◽  
Contextual Model ◽  
Perceived Autonomy Support

The Effects of Choice on Autonomous Motivation, Perceived Autonomy Support, and Physical Activity Levels in High School Physical Education

2013 ◽  
Vol 32 (2) ◽  
pp. 131-148 ◽  
Author(s):  
Yew Meng How ◽  
Peter Whipp ◽  
James Dimmock ◽  
Ben Jackson
Keyword(s):  
Physical Activity ◽  
High School ◽  
Physical Education ◽  
Autonomy Support ◽  
Intervention Group ◽  
Autonomous Motivation ◽  
Control Group ◽  
Activity Levels ◽  
High School Physical Education ◽  
Perceived Autonomy Support

This study examined whether the provision of choice in physical education (PE) enhanced students’ autonomous motivation, perceived autonomy support, and physical activity (PA) levels, relative to a “regular PE” control group. Students from eight intact high school PE classes (N = 257, Mage = 12.91) were randomly assigned to control (i.e., four classes) and intervention (i.e., four classes) conditions. Students in the intervention group were given a unique opportunity to choose their preferred participatory role in their PE units, while control students participated in normal teacher-led PE, and data were collected over a 15-week program (i.e., three units of five weeks each). The results indicated that a lack of choice in PE aligned with less positive perceptions of autonomy support among students within the control group, compared with their counterparts in the intervention group. In some choice formats, students exhibited significantly higher PA levels than students who undertook normal PE. These findings indicate that offering choice in high school PE lessons may encourage perceptions of autonomy support and levels of in-class physical activity.

scholarly journals Testing a physical education-delivered autonomy supportive intervention to promote leisure-time physical activity in lower secondary school students: the PETALS trial

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Jekaterina Schneider ◽  
Juho Polet ◽  
Mary Hassandra ◽  
Taru Lintunen ◽  
Arto Laukkanen ◽  
...  
Keyword(s):  
Physical Activity ◽  
Autonomy Support ◽  
Leisure Time ◽  
Leisure Time Physical Activity ◽  
Physical Activity Behavior ◽  
Autonomous Motivation ◽  
School Students ◽  
Post Intervention ◽  
Activity Behavior ◽  
Perceived Autonomy Support

Abstract Background Inadequate physical activity in young people is associated with several physical and mental health concerns. Physical education (PE) is a potentially viable existing network for promoting physical activity in this population. However, little research has been conducted on whether PE teachers can influence students’ engagement in leisure-time physical activity. The present study therefore examined the efficacy of an intervention aimed at increasing PE teachers’ autonomy support on students’ leisure-time physical activity (the PETALS trial). The intervention was guided by the trans-contextual model (TCM) explaining the processes by which PE teachers’ provision of autonomy support during PE promotes students’ motivation and engagement in physical activity in their leisure time. Methods The study adopted a cluster-randomized, waitlist control intervention design with randomization by school. Participants were PE teachers (N = 29, 44.83%female; M age = 42.83, SD = 9.53 yrs) and their lower secondary school students (N = 502, 43.82%female; M age = 14.52, SD = 0.71 yrs). We measured TCM constructs, including perceived autonomy support, autonomous motivation in PE and leisure time, beliefs and intentions towards leisure-time physical activity, and physical activity behavior at baseline, post-intervention, and at one-, three-, and six-months. Study hypotheses were tested through a series of ANOVAs and structural equation models using post-intervention and one-month follow-up data. Results We found no changes in TCM constructs or physical activity behavior in either group at post-intervention or at 1 month. Path analyses supported two propositions of the TCM as change variables: perceived autonomy support had a significant effect on autonomous motivation in PE and autonomous motivation in PE had a significant effect on autonomous motivation in leisure time. Although we found a direct effect of autonomous motivation in leisure time on physical activity, we did not find support for the third premise of the TCM that autonomous motivation in leisure time indirectly affects physical activity through beliefs and intentions. Conclusions Current findings did not support the efficacy of the PETALS intervention at changing physical activity behavior and TCM constructs. More research is required to determine whether the TCM predictive validity is supported when other model variables are manipulated through experimental and intervention studies. Trial registration ISRCTN, ISRCTN39374060. Registered 19 July 2018. Prospectively registered.

scholarly journals 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 ◽  
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.

scholarly journals Predicting Change in Middle School Students’ Leisure-Time Physical Activity Participation: A Prospective Test of the Trans-Contextual Model

2020 ◽  
Author(s):  
Juho Polet ◽  
Taru Lintunen ◽  
Jekaterina Schneider ◽  
Martin S Hagger
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Autonomy Support ◽  
Leisure Time ◽  
Leisure Time Physical Activity ◽  
Autonomous Motivation ◽  
Subjective Norms ◽  
School Students ◽  
Perceived Autonomy Support

We applied the trans-contextual model (TCM) to examine effects of middle school students’ perceived autonomy support from their physical education (PE) teachers on autonomous motivation toward PE in school and, critically, autonomous motivation toward, and actual participation in, leisure-time physical activity (PA). The research adopted a three-wave prospective design enabling the modeling of change in the TCM constructs over time. Middle school students (N=248) aged 12 to 16 years reported their perceived autonomy support, autonomous motivation in PE, autonomous motivation toward leisure-time PA, attitudes, subjective norms, perceived behavioral control (PBC), intentions for PA in leisure-time, and leisure-time PA participation. The psychological constructs and leisure-time PA were measured at baseline (T0) and at a first follow-up occasion (T1) 5 weeks later. Another measure of PA was taken at a second follow-up occasion (T2) a further 5 weeks later. A single-indicator structural equation model using residualized change scores revealed that perceived autonomy support predicted autonomous motivation in PE (β=.345), and autonomous motivation in PE predicted autonomous motivation for leisure-time PA (β=.484). Autonomous motivation towards leisure-time PA predicted attitudes (β=.425), subjective norms (β=.264), and PBC (β=.517). Autonomous motivation towards leisure-time PA (β=.376), attitude (β=.231), and subjective norms (β=.185) predicted intentions toward leisure-time PA, and intentions predicted PA (β=.198). Findings extend research on the TCM by demonstrating its efficacy in predicting change in middle school students’ autonomous motivation across PE and leisure time contexts, and accounting for change in intentions toward, and actual participation in, leisure-time PA.

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