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.

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.

Girls’ Physical Activity during High School Physical Education: Influences of Body Composition and Cardiorespiratory Fitness

2003 ◽  
Vol 22 (4) ◽  
pp. 382-395 ◽  
Author(s):  
Stuart J. Fairclough
Keyword(s):  
Physical Activity ◽  
High School ◽  
Physical Education ◽  
Cardiorespiratory Fitness ◽  
Body Fat ◽  
Treadmill Running ◽  
Activity Levels ◽  
Class Time ◽  
High School Physical Education ◽  
Intensity Physical Activity

This study assessed the physical activity levels of 20 high school girls (age 13 years, SD = 1.1) during physical education classes, over an 8-month period. Physical activity was measured by heart rate telemetry and accelerometry. Skinfold measurements were used to estimate percent body fat, and peak VO2 was assessed by maximal treadmill running. Girls engaged in moderate-to-vigorous intensity physical activity (MVPA) for 38.5% of class time and produced 961.8 vector magnitude (Vmag) counts · min−1. Body fat was inversely correlated with Vmag counts · min−1 (r = −.65, p < .01) and peak VO2 (r = −.65, p < .01). Girls’ MVPA in physical education did not meet the Healthy People 2010 50% of class time criterion. Body fat significantly predicted 42% of the variance in Vmag counts · min−1. Cardiorespiratory fitness appeared not to influence physical activity during physical education, regardless of measurement method. Girls’ physical activity in physical education may be improved if schools advocate planned lesson outcomes that aim to maximize opportunities for physical activity.

Physical Activity Levels in Middle and High School Physical Education: A Review

2005 ◽  
Vol 17 (3) ◽  
pp. 217-236 ◽  
Author(s):  
Stuart Fairclough ◽  
Gareth Stratton
Keyword(s):  
Physical Activity ◽  
High School ◽  
Physical Education ◽  
Vigorous Physical Activity ◽  
Intervention Strategies ◽  
Activity Levels ◽  
Class Time ◽  
School Based ◽  
High School Physical Education ◽  
Movement Activities

Forty studies reporting physical activity during middle and high school physical education (PE) classes were reviewed. Students engaged in moderate-to-vigorous physical activity (MVPA) for 27% to 47% of class time. Intervention strategies were successful in increasing MVPA. During nonintervention classes the highest levels of MVPA occurred in invasion games and fitness activities. Movement activities stimulated the lowest levels. Boys and girls spent 40% of class time in MVPA. Differences in MVPA during PE were also methodology dependent. PE classes can complement other school-based opportunities to contribute to young people’s daily physical activity.

scholarly journals The Effect of A Ten-week Autonomy Practice on Autonomous Motivation and Willingness to Rely on Exercise

2017 ◽  
Vol 5 (4) ◽  
pp. 38
Author(s):  
Javad Nourali ◽  
Rasul Hemat Talab ◽  
Mahmood Sheikh ◽  
Fazlollah Bagherzadeh
Keyword(s):  
Physical Education ◽  
Linear Combination ◽  
Autonomy Support ◽  
Autonomous Motivation ◽  
Physical Activities ◽  
Control Group ◽  
Sport Motivation ◽  
Perceived Autonomy Support ◽  
Experimental Group ◽  
External Motivation

Background: Internal motivation and autonomous external motivation are to some extent similar and both are opposed to non-autonomous external motivation. Objectives: The aim of the present study is to increase the efficiency of the physical education classes in further encouraging students to do physical activities outside school through determining the amount of the effect of autonomy-practice and non-autonomy-practice on autonomous motivation and perceived autonomy support in physical education. Methods: Participants in this study were students of two high schools (N=100; M=18.1±0.36) who were randomly placed in control and experimental groups. In the experimental group, the teacher taught students physical activities and the students had to perform them with desire and interest. But in the control group, physical activities were completely performed by the teacher and under his own supervision. The whole practice period was ten weeks. Two questionnaires, "sport motivation scale" (SMS) and "intention to partake in physical activity", were used. Results: The results showed that the effect of autonomy practice and non-autonomy practice on the linear combination of sport motivation and willingness is significant [F, (2, 95) =41.714, P=0.00]. They also showed that the effect of autonomy practice and non-autonomy practice on the linear combination of subscales of sport motivation was significant [F, (5, 89) =50.295, P=0.000]. Students of the experimental group showed a higher level of willingness and interest in physical education. Conclusions: Findings in this study are strong evidences indicating that both autonomous support and autonomous motivation are needed to maximize the effect of physical education classes.

scholarly journals The Impact of Physical Activity to Physical Fitness and Nutrional Status of Grade X Surabaya Vocational High School

2020 ◽  
Vol 2 (2) ◽  
pp. 590-597
Author(s):  
Galih Prasetyo ◽  
Suroto ◽  
Dwi Cahyo Kartiko
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Physical Education ◽  
Physical Fitness ◽  
Design Research ◽  
Control Group ◽  
Vocational High School ◽  
School Students ◽  
The Impact

The purpose of this research is to improve physical fitness which is one of the goals of physical education in Indonesia while also improving the nutritional status of Surabaya vocational high school students. This research uses the treatment of physical activity 3 times a week in 2 months as a task in physical education to improve physical fitness and nutrional status on the sample of this research. Research design uses quasi experimental design with metode non-randomized control group pretest-posttest design. Research data was obtained as follows: data processing result on experiment group show that physical activity to VO2max got significant score based calculating using SPSS of 0,00 and physical activity to nutrional status got sig. of 0,60. Whereas in the control group, physical actifity got sig. of 0.20 to VO2max and sig. to 0.11 on nutrional status. Based on the above analysis it can be concluded that physical activity has a significant effect on physical fitness but physical activity has no significant effect on nutrional status to Surabaya vocational high school students.

scholarly journals Effects of Music on Mood During Basketball Play in Junior High School Physical Education

2020 ◽  
Vol 78 (1) ◽  
Author(s):  
David Barney ◽  
Francis Pleban ◽  
Jemal Gishe
Keyword(s):  
High School ◽  
High School Students ◽  
Physical Education ◽  
Junior High School ◽  
Junior High ◽  
Short Form ◽  
Activity Levels ◽  
School Students ◽  
P Values ◽  
High School Physical Education

The incorporation of music in the physical education (PE) environment during physical activity has been shown to be beneficial for participants. Karageorghis et al. (1999) created a conceptual framework focusing on asynchronous music, identifying four factors important to a given piece of music: rhythm response, musicality, cultural impact, and association. The purpose of this study was to investigate the effect of two conditions, with and without the incorporation of music, in the PE environment on student moods in 948 junior high school students (501 males, 447 females). The conditions were measured using the Profile of Mood States (POMS) Short Form. Significant differences were observed in the mean scores of POMS between preintervention (without music) and postintervention (with music) for total mood disturbance, tension, anger, fatigue, depression, and confusion (all p values < 0.0001), as well as significantly higher mean scores for esteem-related affect and vigor (p values < 0.0001). Results from this study, and others, provide an impetus for PE teachers and PE teacher education to incorporate music during games/activities for the purpose of improving student moods and subsequent activity levels.

scholarly journals Una unidad didáctica intermitente de acondicionamiento físico solo mejora los niveles de capacidad cardiorrespiratoria de los estudiantes con un perfil no saludable de condición física (An intermittent physical fitness teaching unit only improves cardior

Retos ◽  
2019 ◽  
pp. 8-15
Author(s):  
Santiago Guijarro-Romero ◽  
Daniel Mayorga-Vega ◽  
Carolina Casado-Robles ◽  
Jesús Viciana
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Physical Fitness ◽  
Cardiorespiratory Fitness ◽  
Control Group ◽  
Activity Levels ◽  
Physical Activity Levels ◽  
Before And After ◽  
Teaching Unit ◽  
Experimental Group

El objetivo del presente estudio fue comparar el efecto de una unidad didáctica intermitente de acondicionamiento físico en Educación Física sobre los niveles de actividad física y capacidad cardiorrespiratoria entre estudiantes con un perfil saludable/no saludable de capacidad cardiorrespiratoria. Ochenta estudiantes de 2º-3º curso de Educación Secundaria fueron asignados aleatoriamente al grupo control y grupo experimental. El grupo experimental, dividido en perfiles saludable/no saludable, realizó una unidad didáctica intermitente de acondicionamiento físico para mejorar la capacidad cardiorrespiratoria. El grupo control trabajó un contenido diferente durante el mismo tiempo y con la misma frecuencia, pero sin hacer hincapié en la mejora de la capacidad cardiorrespiratoria. Antes y después de la intervención, la capacidad cardiorrespiratoria se evaluó objetivamente mediante el test de ida y vuelta de 20 metros. Los niveles de actividad física fueron medidos objetivamente a través de un pulsómetro durante las clases de Educación Física. Ambos perfiles tuvieron mayores niveles de actividad física durante las clases de Educación Física que el grupo control (p < .001). Sin embargo, solo los estudiantes con un perfil no saludable mejoraron significativamente sus niveles de capacidad cardiorrespiratoria tras la unidad didáctica (p < .01). Aunque una unidad didáctica intermitente de acondicionamiento físico parece tener un efecto similar en los niveles de actividad física de todos los perfiles de capacidad cardiorrespiratoria de los estudiantes, solo mejora la capacidad cardiorrespiratoria de los estudiantes con un perfil no saludable. Abstract. The purpose of the present study was to compare the effect of a Physical Education-based physical fitness intermittent teaching unit on physical activity levels and cardiorespiratory fitness among students with healthy/unhealthy cardiorespiratory fitness profile. Eighty students from 2º-3º grades of Secondary Education were randomly assigned to the control group and experimental group. The experimental group, divided into healthy/unhealthy profiles, performed a physical fitness intermittent teaching unit to improve the cardiorespiratory fitness. The control group worked a different content during the same time and with the same frequency, but without emphasizing cardiorespiratory fitness improvement. Before and after the teaching unit, students’ cardiorespiratory fitness was objectively measured by the 20-meter shuttle run test. Participants’ physical activity levels were measured objectively using a heart rate monitor during Physical Education lessons. Students from both profiles had higher physical activity levels during Physical Education lessons than the control group (p < .001). However, only students with an unhealthy cardiorespiratory fitness profile statistically improved their cardiorespiratory fitness levels after the teaching unit (p < .01). Although an intermittent physical fitness teaching unit seems to have similar effect on physical activity levels of students from all cardiorespiratory fitness profiles, it only improves the cardiorespiratory fitness of those with an unhealthy one.

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