Physical Education Lessons and Physical Activity Intentions Within Spanish Secondary Schools: A Self-Determination Perspective

2014 ◽  
Vol 33 (2) ◽  
pp. 232-249 ◽  
Author(s):  
David Sanchez-Oliva ◽  
Pedro Antonio Sanchez-Miguel ◽  
Francisco Miguel Leo ◽  
Florence-Emilie Kinnafick ◽  
Tomás García-Calvo
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Secondary Schools ◽  
Structural Equation ◽  
School Curriculum ◽  
Self Determination ◽  
Equation Modeling ◽  
Controlled Motivation ◽  
Perceived Importance ◽  
Intention To Participate

Grounded in Self-Determination Theory, the purpose of this study was to analyze how motivational processes within Physical Education classes can predict intention to participate in sport or physical activity outside of the school curriculum. Participants included 1,692 Spanish students aged 12–16 years (M = 13.34; SD = .76) who participated in Physical Education lessons at 32 secondary schools. Structural equation modeling was used for analysis, and showed that perception of basic psychological need (BPN) support from teachers predicted autonomous and controlled motivation through BPN satisfaction. Furthermore, autonomous motivation positively predicted enjoyment, perceived importance of Physical Education, and intention to participate in sport or physical activity outside of school. Controlled motivation negatively predicted enjoyment, and amotivation positively predicted boredom. Finally, enjoyment and perceived importance of Physical Education positively predicted intention to participate in sport or physical activity outside of what was required in school. Results emphasize the importance of school based Physical Education to promote sport and physical activity participation among adolescents.

Evaluating a Self-Determination Model of Physical Activity and Exercise in People With Chronic Musculoskeletal Pain

2021 ◽  
Vol 35 (3) ◽  
pp. 248-262
Author(s):  
Jia Rung Wu ◽  
Jessica Brooks ◽  
Fong Chan ◽  
Kanako Iwanaga ◽  
Nicole Ditchman ◽  
...  
Keyword(s):  
Physical Activity ◽  
Health Promotion ◽  
Musculoskeletal Pain ◽  
Structural Equation ◽  
Autonomous Motivation ◽  
Chronic Musculoskeletal Pain ◽  
Self Determination ◽  
Equation Modeling ◽  
Physical Activity And Exercise ◽  
Health Promotion Interventions

BackgroundResearch evidence supports the assertion that healthy employees are happier and more productive. Employers prefer to hire healthy workers to reduce absenteeism. Rehabilitation counselors have started to explore health promotion interventions to help individuals with chronic health conditions and disability improve their physical and mental health as a strategy to increase their employment opportunities.PurposeThe present study evaluated a self-determination theory (SDT) model of physical activity and exercise in a sample of 218 individuals with chronic musculoskeletal pain using structural equation modeling.ResultsThe SDT model fit the data well, accounting for 54% of the variance in physical activity and exercise. Relatedness was significantly associated with autonomous motivation for physical activity and exercise. Autonomous motivation was associated with competency. Competency was associated with physical activity and exercise. Autonomous motivation and competency mediated relatedness and physical activity and exercise.ImplicationsThis study contributes to an emerging body of theory-informed health promotion literature and identifies the specific pathways that will increase the motivation to engage in physical activity and exercise. Findings can be used to design and validate theory-driven health promotion interventions as an employment strategy for people with chronic musculoskeletal pain receiving vocational rehabilitation services.

The Motivating Role of Positive Feedback in Sport and Physical Education: Evidence for a Motivational Model

2008 ◽  
Vol 30 (2) ◽  
pp. 240-268 ◽  
Author(s):  
Athanasios Mouratidis ◽  
Maarten Vansteenkiste ◽  
Willy Lens ◽  
Georgios Sideridis
Keyword(s):  
Physical Education ◽  
Structural Equation ◽  
Autonomous Motivation ◽  
Well Being ◽  
Equation Modeling ◽  
School Students ◽  
Intention To Participate ◽  
Motivational Model ◽  
Intentions To Participate

Based on self-determination theory (Deci & Ryan, 2000), an experimental study with middle school students participating in a physical education task and a correlational study with highly talented sport students investigated the motivating role of positive competence feedback on participants’ well-being, performance, and intention to participate. In Study 1, structural equation modeling favored the hypothesized motivational model, in which, after controlling for pretask perceived competence and competence valuation, feedback positively predicted competence satisfaction, which in turn predicted higher levels of vitality and greater intentions to participate, through the mediation of autonomous motivation. No effects on performance were found. Study 2 further showed that autonomous motivation mediated the relation between competence satisfaction and well-being, whereas amotivation mediated the negative relation between competence satisfaction and ill-being and rated performance. The discussion focuses on the motivational role of competence feedback in sports and physical education settings.

scholarly journals Physical Activity as a Regulatory Variable between Adolescents’ Motivational Processes and Satisfaction with Life

2019 ◽  
Vol 16 (15) ◽  
pp. 2765 ◽  
Author(s):  
Mikel Vaquero Solís ◽  
Pedro Antonio Sánchez-Miguel ◽  
Miguel Ángel Tapia Serrano ◽  
Juan J. Pulido ◽  
Damián Iglesias Gallego
Keyword(s):  
Physical Activity ◽  
Structural Equation ◽  
Satisfaction With Life ◽  
Autonomous Motivation ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
The Other ◽  
Equation Modeling ◽  
Controlled Motivation ◽  
The Relationship

Framed within Self-Determination Theory, the objective of this study was to analyze the relationship between satisfaction and frustration of basic psychological needs, levels of motivation, physical activity, and satisfaction with life. Methods: A total of 487 students participated, comprising males (n = 262) and females (n = 225), aged between 14 and 16 years (M = 15.02; SD = 0.87), from different secondary schools. Results: A regression analysis was carried out (structural equation modeling) that revealed the existence of two theoretical lines, one positive and the other negative, where the satisfaction of basic psychological needs was positively related to autonomous motivation and physical activity, which predicted satisfaction with life. On the other hand, the frustration of basic psychological needs was positively related to controlled motivation, whereas controlled motivation (introjected regulation and extrinsic regulation) was inversely associated with physical activity and satisfaction with life. Conclusion: The results show the importance of motivational processes in physical activity, and the effects of physical activity on satisfaction with life in adolescents who spend more time engaged in physical activity.

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.

scholarly journals Influence of Internal and External Controlling Teaching Behaviors on Students’ Motivational Outcomes in Physical Education: Is There a Gender Difference?

2021 ◽  
pp. 1-11
Author(s):  
Ángel Abós ◽  
Rafael Burgueño ◽  
Luis García-González ◽  
Javier Sevil-Serrano
Keyword(s):  
Physical Education ◽  
Structural Equation ◽  
Self Determination Theory ◽  
Self Determination ◽  
Equation Modeling ◽  
Physical Education Teachers ◽  
Teaching Behaviors ◽  
Mean Differences ◽  
Multigroup Structural Equation Modeling ◽  
Controlling Behaviors

Purpose: Grounded in self-determination theory, this study examined gender latent mean differences in students’ perceptions of externally and internally controlling teaching behaviors, basic psychological need frustration, controlled motivation, amotivation, and oppositional defiance in the physical education context. Moreover, it analyzed the differentiated role that internal and external controlling behaviors play on these self-determination theory-related variables among girls and boys. Method: A sample of 1,118 students (Mage = 14.11 ± 1.50; 50.9% girls) participated in this research. A multigroup structural equation modeling approach was used to respond to the research questions. Results: Analyses revealed that girls reported more maladaptive outcomes in most self-determination theory-related variables than boys. Although externally and internally controlling behaviors of physical education teachers were positively related to maladaptive outcomes, the behaviors correlate differently between boys and girls. Conclusion: Findings highlight the importance of reducing externally controlling behaviors in boys and internally controlling behaviors in both genders, but particularly in girls.

How does knowledge about the criteria for an upcoming test relate to adolescents’ situational motivation in physical education? A self-determination theory approach

2018 ◽  
Vol 25 (4) ◽  
pp. 983-1001 ◽  
Author(s):  
Leen Haerens ◽  
Christa Krijgsman ◽  
Athanasios Mouratidis ◽  
Lars Borghouts ◽  
Greet Cardon ◽  
...  
Keyword(s):  
Physical Education ◽  
Structural Equation ◽  
Self Determination Theory ◽  
Need Satisfaction ◽  
Self Determination ◽  
Multilevel Structural Equation Modeling ◽  
Equation Modeling ◽  
Theory Approach ◽  
Situational Motivation ◽  
Motivating Style

Students’ knowledge about the criteria for an upcoming test is a crucial component of assessment quality. Grounded in self-determination theory, we investigated whether knowledge about the criteria for an upcoming test related to students’ situational motivation and experienced anxiety during physical education (PE). We also examined whether these relations were: (a) mediated by need-based experiences; and (b) moderated by teachers’ motivating style. Participants were 659 students (55.54% boys, 44.46% girls, mean age 14.72 years, standard deviation = 0.94) out of 40 classes from 32 schools taught by 39 different PE teachers. Analyses through multilevel structural equation modeling showed that students with more knowledge about the criteria for an upcoming test valued and enjoyed the lesson more (i.e. autonomous motivation), and felt less aloof (i.e. amotivation). Relations between knowledge about the criteria and students’ situational motivation were mediated by experienced need satisfaction. Specifically, students who had more knowledge about the criteria for an upcoming test felt more in charge of their learning process (i.e. autonomy satisfaction), felt more effective in reaching their goals (i.e. competence satisfaction) and felt more connected to the teacher (i.e. relatedness satisfaction). Although relations between knowledge about the criteria and students’ motivation were not moderated by teachers’ motivating style, teachers’ motivating style displayed independent relations with students’ motivation. Implications for assessment quality and students’ motivation in PE are discussed.

Parents’ Perceptions and Engagement Regarding School-Based Physical Activity Promotion

2021 ◽  
pp. 089011712110209
Author(s):  
Collin A. Webster ◽  
Gabriella McLoughlin ◽  
Angie Starrett ◽  
Jillian Papa ◽  
Heather Erwin ◽  
...  
Keyword(s):  
Physical Activity ◽  
Structural Equation ◽  
The United States ◽  
Equation Modeling ◽  
After School ◽  
Future Research ◽  
School Based ◽  
Activity Promotion ◽  
Perceived Importance ◽  
K 12

Purpose: This study examined parents’ perceived importance of, and engagement in, school-based physical activity (PA) promotion. Design: A cross-sectional, quantitative survey design was employed. Setting: The survey was conducted in the United States. Subjects: Using a probability-based panel (AmeriSpeak®), a national sample of 3599 parents was randomly recruited to participate in the survey and 1015 participants (28.2%) completed it. Parents or legal guardians of children enrolled in K-12 during the 2017-2018 school year were eligible to participate. Measures: The survey was developed and distributed by a national collaborative for active schools with the support of a national research center. Analysis: Data were analyzed using structural equation modeling and path analysis. Results: The data supported a 6-factor solution encompassing perceived importance of PA before, during, and after school, communication with administrators, and volunteering and participating in school-based PA (CFI = .974, RMSEA = .034, SRMR = .056). Path coefficients from perceived importance of PA before/after school to current (β = .43; 95%CI[.25, .61]) and future communication with administrators (β = .40; 95%CI[.23, .55]) were statistically significant, as were coefficients from perceived importance of PA before/after school to past (β = .60; 95%CI[.35, .83]) and current volunteering/participating in school-based PA (β = .63; 95%CI[.42, .85]). Conclusion: Parents’ perceived importance of school-based PA opportunities before and after school warrants emphasis in future research and advocacy.

scholarly journals Long-Term Effect of Physical Activity on Internalizing and Externalizing Problems and Life Satisfaction

2021 ◽  
Vol 13 (4) ◽  
pp. 2322
Author(s):  
Sukkyung You ◽  
Kyulee Shin ◽  
Mihye Kim
Keyword(s):  
Physical Activity ◽  
Life Satisfaction ◽  
Physical Education ◽  
Structural Equation ◽  
Term Effect ◽  
Equation Modeling ◽  
School Students ◽  
Long Term Effect ◽  
Internalizing And Externalizing

This study examined the long-term effect of physical activity on life satisfaction from a sample of 2092 middle school students (52.5% male) in South Korea. Structural equation modeling analyses were employed to understand how various factors influence youth life satisfaction. Physical activity during physical education class had a long-term influence on life satisfaction through both internalizing and externalizing problem behaviors as mediating factors. Gender differences were found in the relationships between physical activity and life satisfaction. The current findings imply that encouraging students in early adolescence to actively engage in physical education potentially is a useful educational intervention method. Implications and future directions are discussed.

scholarly journals A Self-Determination Theory Approach to Understanding the Antecedents of Teachers’ Motivational Strategies in Physical Education

2008 ◽  
Vol 30 (1) ◽  
pp. 75-94 ◽  
Author(s):  
Ian M. Taylor ◽  
Nikos Ntoumanis ◽  
Martyn Standage
Keyword(s):  
Physical Education ◽  
Structural Equation ◽  
Need Satisfaction ◽  
Self Determination ◽  
Equation Modeling ◽  
Theory Approach ◽  
Motivational Strategies ◽  
Psychological Need ◽  
Positive Effects ◽  
Psychological Need Satisfaction

Physical education teachers can influence students’ self-determination through the motivational strategies that they use. The current study examined how teachers’ reported use of three motivational strategies (providing a meaningful rationale, providing instrumental help and support, and gaining an understanding of the students) were predicted by perceived job pressure, perceptions of student self-determination, the teachers’ autonomous orientation, psychological need satisfaction, and self-determination to teach. Structural equation modeling supported a model in which perceived job pressure, perceptions of student self-determination, and teacher autonomous orientation predicted teacher psychological need satisfaction, which, in turn positively influenced teacher self-determination. The last positively predicted the use of all three strategies. Direct positive effects of teachers’ psychological need satisfaction on the strategies of gaining an understanding of students and instrumental help and support were also found. In summary, factors that influence teacher motivation may also indirectly affect their motivational strategies toward students.

scholarly journals Predicción del compromiso en Educación Física desde la teoría de la autodeterminación: análisis de invarianza según el nivel de actividad física (Prediction of engagement in physical education through self-determination theory: Invariance across different physical activity levels)

2020 ◽  
Vol 15 (46) ◽  
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Intrinsic Motivation ◽  
Structural Equation ◽  
Autonomous Motivation ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Behavioral Engagement ◽  
Activity Levels

This study aimed to test a predictive model for behavioral engagement in physical education (PE) in the light of self-determination postulates (basic psychological needs  intrinsic motivation  behavioral engagement) as well as to analyze the invariance of this model according to physical activity (PA) levels. A sample of 468 12-16 physical education (PE) students completed different validated instruments. The hypothesized sequence was tested through a structural equation model. Fitting indices revealed that the model was suitable to predict engagement (χ2 [112] = 310.65, p < .001, χ2 /df = 2.77, CFI = .94, TLI =.92, RMSEA = .06, SRMR = .06). All the hypothesized relationships were significant except for the association between relatedness and intrinsic motivation (p>.05). Findings from the invariance analyses indicated that competence became more important among adolescents showing higher levels in autonomous motivation and PA while autonomy became more relevant among students showing lower levels in autonomous motivation and PA. Results thus suggest that strategies used to facilitate engagement in PE classes should be adapted to students according to the PA they usually perform.

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