scholarly journals Analysis of differences according to gender in the level of physical activity, motivation, psychological needs and responsibility in Primary Education

2021 ◽  
Author(s):  
Adrián Fernández-Hernández ◽  
David Manzano-Sánchez ◽  
José Francisco Jiménez-Parra ◽  
Alfonso Valero-Valenzuela
Keyword(s):  
Physical Activity ◽  
Primary Education ◽  
Psychological Needs ◽  
Physical Activity Motivation

Technology and physical activity motivation

2015 ◽  
Vol 14 (4) ◽  
pp. 295-304 ◽  
Author(s):  
Matthew R. Bice ◽  
James W. Ball ◽  
Steve McClaran
Keyword(s):  
Physical Activity ◽  
Physical Activity Motivation

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 Impact of a residential program on the psychological needs, motivation and physical activity of obese adults: A controlled trial based on Self-Determination Theory

2018 ◽  
pp. 33-40
Author(s):  
Julie Boiché ◽  
Mathieu Gourlan ◽  
Léna Rubin
Keyword(s):  
Physical Activity ◽  
Repeated Measures ◽  
Standard Care ◽  
Controlled Trial ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Self Determination ◽  
Control Group ◽  
Obese Adults ◽  
Perceived Relatedness

Purpose: This study aimed to examine the increased benefits of a Self Determination Theory (SDT)-based motivational component on psychological needs’ fulfillment, self-determined motivation and Physical Activity (PA) of obese patients taking part in a rehabilitation program. Methods: Fourty-nine obese adults (mean age = 52 years, mean BMI = 38.25 kg/m2) attended a 3-week residential intervention. Patients in the Motivation group (n = 24) received a standard care plus SDT-based intervention (i.e., improved supervised PA sessions + a 1-hour motivational session). Patients in the Control group (n = 25) only benefited from standard care. Psychological needs and motivation were measured at baseline, at the end of the program and one month after. PA was measured at baseline and one month after the end of the program. Repeated measures ANOVAs were performed to compare the evolution of the variables between groups. Results: The results indicated that participants from both groups displayed significant changes in their perceived autonomy, relatedness, intrinsic motivation and integrated regulation between the beginning and the end of the program. Next, participants from both groups showed a decrease in perceived relatedness between the end of the program and one month after. Last, the participants from the Motivation group reported greater increase of their PA scores between the beginning of the program and one month after as compared to those in the Control group. Conclusions: Obesity interventions should integrate motivational components in order to promote behavior maintenance after programs have ended.

scholarly journals Aprendo Moviéndome: programa de descansos activos para educación primaria

2021 ◽  
Vol 10 (2) ◽  
pp. 107-135
Author(s):  
Virtudes Peláez-Flor ◽  
Alejandro Prieto-Ayuso
Keyword(s):  
Physical Activity ◽  
Primary Education ◽  
World Health ◽  
Activity Levels ◽  
Sedentary Behaviors ◽  
Royal Decree ◽  
Warm Up ◽  
Health Organization ◽  
Educación Primaria ◽  
Active Breaks

El ámbito educativo es uno de los pilares fundamentales a través del cual el sedentarismo puede ser combatido. En este sentido, la asignatura de Educación Física es considerada como pieza clave para aumentar los niveles de actividad física en los alumnos. Sin embargo, debido a que las propias clases de Educación Física resultan insuficientes para aumentar los niveles de actividad física recomendados por la Organización Mundial de la Salud, surgen los descansos activos, cuyo objetivo principal es reducir las conductas sedentarias y la obesidad en los alumnos, por medio de AF estructurada en las aulas. Así pues, el objetivo principal del presente trabajo es presentar un programa de descansos activos para Educación Primaria, titulado Aprendo Moviéndome. Con este programa, se pretende ofrecer un nuevo recurso al profesorado de Educación Primaria a través del cual poder aplicar breves sesiones de actividad física con los alumnos para poder lograr beneficios como la mejora de salud, la atención, el comportamiento o el rendimiento académico, entre otros. El programa Aprendo Moviéndome está compuesto por ocho sesiones de descansos activos de una duración de entre 10 y 12 minutos, diseñados para trabajar en clase o en el patio del colegio durante el horario lectivo por el maestro. Las sesiones han sido diseñadas para trabajar contenidos curriculares pertenecientes al Real Decreto 126/2014 de Educación Primaria. Cada descanso activo está dividido en tres partes: calentamiento, desarrollo y vuelta a la calma. Como prospectiva de investigación se recomienda la aplicación del programa a un contexto real, con el propósito de conocer fortalezas y debilidades del mismo. The educational context is one of the fundamental pillars through which sedentary lifestyle can be reduced. In that sense, Physical Education is considered a key element to increase physical activity levels in children. However, due to the fact that only the PE subject is insufficient to increase the PA levels recommended by the World Health Organization, active breaks emerged. The main objective of active breaks is to reduce sedentary behaviors and obesity in students, through structured physical activity in classrooms. Thus, the main objective of this work is to present an active break program for Primary Education, entitled Aprendo Moviéndome. With this program, it is intended to offer a new resource to primary teachers through which they can apply short physical activity sessions with students, with the purpose to achieve benefits related to health, attention, behavior or academic performance, among others. The Aprendo Moviéndome program is made up of eight sessions between ten and 12 minutes. It has been designed to be conducted in class or in the schoolyard during school hours by the teacher. The sessions have been designed to work on curricular content belonging to Royal Decree 126/2014 of Primary Education. Each session is divided into three parts: warm-up, development, and cool down. As prospective investigation, the application of the program to a real context is recommended, with the purpose of knowing its strengths and weaknesses.

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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