scholarly journals Characterizing Middle School Students' Physical Literacy Development: A Self-Determination Theory-Based Pilot Intervention in Physical Education

2022 ◽  
Vol 3 ◽  
Author(s):  
Yang Liu ◽  
Senlin Chen

Purpose: Positive youth development (PYD) can be achieved through effective and purposeful instructions in physical education (PE) and other relevant experiences both in and beyond schools. Students' PYD is associated with their physical literacy (PL) development, which has become a primary emphasis of PE, especially in the United States, in recent years. This study aimed to (a) characterize middle school students' physical literacy (PL) and (b) capture their PL developing trajectories in light of receiving a self-determination theory (SDT)-based pedagogical workshop, with the long-term vision on PYD.Methods: Participants (N = 226) completed the Canadian Assessment of Physical Literacy (CAPL-2) in physical education (PE). A subsample (n = 49) received four workshop sessions over 8 weeks; and completed the CAPL-2 and participated in focus group interviews before and after the workshop.Results: Both boys and girls' CAPL-2 scores were in the “progressing” stage. Significant differences in PL and PL domains were observed by gender, grade, socioeconomic status (SES), body mass index (BMI), and race/ethnicity. The low PL group showed improvements in PL and PL domains. Interview data delineated positive PL developing trajectories for physical activity (PA) type, frequency, and intensity; perceived motives; and participation barriers.Conclusion: PL is a dynamic state that can be improved through purposeful PE. Future work should examine the effect (and implementation) of opportunities in (e.g., PE) and beyond schools (e.g., youth sports programs) to ultimately advance PYD.

2011 ◽  
Vol 30 (1) ◽  
pp. 51-68 ◽  
Author(s):  
Tao Zhang ◽  
Melinda A. Solmon ◽  
Maria Kosma ◽  
Russell L. Carson ◽  
Xiangli Gu

Using self-determination theory as a framework, the purpose of this study was to test a structural model of hypothesized relationships among perceived need support from physical education teachers (autonomy support, competence support, and relatedness support), psychological need satisfaction (autonomy, competence, and relatedness), intrinsic motivation, and physical activity. Participants were 286 middle school students in the southeastern U.S. They completed previously validated questionnaires assessing their perceived need support from teachers, need satisfaction, intrinsic motivation, and physical activity. The hypothesized model demonstrated a good fit with the data (RMSEA = .08; CFI = .97; NFI = .96; GFI = .96). Need satisfaction and intrinsic motivation mediated the relationship between need support and physical activity. The constructs of perceived autonomy, competence, and relatedness represent the nutriments that facilitate students’ intrinsic motivation and ultimately positively predict students’ physical activity. The findings supported the theoretical tenets of self-determination theory.


2012 ◽  
Vol 18 (2) ◽  
pp. 24-32
Author(s):  
David BARNEY ◽  
Robert Christenson

LANGUAGE NOTE | Document text in English; abstract also in Chinese. Attitudes are formed by beliefs and experiences a person has had in their life (Silverman & Subramanian, 1999). This principle applies to middle school students’ attitudes in physical education. The purpose of this study was to determine middle school students’ attitudes towards physical education. For this study 227 middle school students in the Midwest of the United States were surveyed, then 28 students were interviewed regarding the attitudes towards physical education. It was found that middle school students tend to have positive attitudes towards physical education more specifically, the student felt that physical education is important their education and that the activities they participate in are fun and the physical education class is an important aspect of a students’ school day. 態度是由個人生活的信念和經驗所形成的(Silverman和Subramanian, 1999)。這一原則適用於初中學生的對體育課的態度。本研究的目的是要確定中學生對體育課的態度。本研究有227名中學生參與,在美國中西部地區進行調查,然後28名學生再進行面訪對體育的態度。結果發現,中學生往往對體育課有積極的態度,學生認為體育是重要的教育,參加活動感覺很有趣,體育課是學生的一個重要學習天。


2016 ◽  
Vol 35 (2) ◽  
pp. 138-148 ◽  
Author(s):  
Bulent Agbuga ◽  
Ping Xiang ◽  
Ron E. McBride ◽  
Xiaoxia Su

Purpose:Framed within self-determination theory, this study examined relationships among perceived instructional choices (cognitive, organizational, and procedural), autonomy need satisfaction, and engagement (behavioral, cognitive, and emotional) among Turkish students in middle school physical education.Methods:Participants consisted of 246 (124 boys, 122 girls) middle school students enrolled in physical education classes at four public schools in the west Turkey. Questionnaires were used to collect the data.Results:Perceived cognitive, organizational and procedural choices were found all important to students’ autonomy need satisfaction and/or engagement. Autonomy need satisfaction fully or partially mediated the relationships between perceived instructional choices and engagement.Discussion/Conclusion:The study provides empirical data that instructional choices supported student autonomy need satisfaction, and were related to student engagement in middle school physical education.


Author(s):  
Wonjae Jeon ◽  
Chanwoo Ahn ◽  
Heonsu Gwon

This study aims to establish the basis for the institutional implementation of the 0th period physical education class to promote the health and academic performance of Korean teenagers. To achieve this goal, this study determined the impact of middle school students’ participation in physical activities during the 0th period on perceived enjoyment and learning attitude. To examine the model, 282 questionnaires were collected from middle school students in a metropolitan city in South Korea. The samples were obtained using the convenience sampling method, and correlation analysis and structural equation modeling were performed using SPSS 21.0 and Amos 21.0. The findings are as follows: first, the participation of middle school students in physical activities during the 0th period had a statistically significant effect on perceived enjoyment. Second, perceived enjoyment had no statistically significant effect on learning attitude. Third, participation was shown to have a significant effect on learning attitudes. These findings supported the academic basis for the implementation of the 0th period physical education class for middle school students and application of practical measures to encourage their participation.


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