scholarly journals Spanish Adaptation and Psychometric Properties of the Sport Motivation Scale-II with High School Physical Education Students

2018 ◽  
Vol 15 (12) ◽  
pp. 2768 ◽  
Author(s):  
Antonio Granero-Gallegos ◽  
Manuel Gómez-López ◽  
Juan González-Hernández ◽  
Antonio Baena-Extremera ◽  
María del Mar Ortiz-Camacho
Keyword(s):  
Physical Education ◽  
Education Students ◽  
Sport Motivation ◽  
Physical Education Students ◽  
Confirmatory Factor ◽  
High School Physical Education ◽  
Motivation Scale ◽  
Sport Motivation Scale ◽  
Educational Field ◽  
Spanish Model

The objective of this work was to provide evidence on the dimensionality of the Spanish version of Sport Motivation Scale II adapted to physical education (SMS-II-PE) in one of its hypothesized models (6 factors). A sample of 1055 secondary education students of the Region of Murcia, Spain, aged between 12 and 17 years, was used. As an instrument, the SMS-II-PE was used. The factorial structure was examined with confirmatory factor analysis, and internal consistency and invariance by sex were evaluated. The results confirmed that the Spanish model of 6 factors and 18 items presented good adjustment indicators and is valid for its application in the educational field of Physical Education lessons.

Development of a Greek Version of the Sport Motivation Scale

2000 ◽  
Vol 90 (2) ◽  
pp. 505-512 ◽  
Author(s):  
George Doganis
Keyword(s):  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Internal Consistency ◽  
Factor Models ◽  
Greek Version ◽  
Sport Motivation ◽  
Confirmatory Factor ◽  
Good Internal Consistency ◽  
Motivation Scale ◽  
Sport Motivation Scale

The aim of the present study was to examine preliminarily the validity of a Greek version of the 1995 Sport Motivation Scale of Pelletier, Fortier, Vallerand, Tuson, Briere, and Blais. For 134 athletes the seven subscales had moderate to good internal consistency (Cronbach coefficients α from .64 to .78). Confirmatory factor analysis with nested factor models supported the structural validity of the inventory. Moreover, correlations of scores on the subscales with a measure of task and ego orientation as well as with athletes' self-reported effort in training were in the expected direction.

Influence of Comprehensive Materials Multimedia on the Students' Sports Motivation

2012 ◽  
Vol 155-156 ◽  
pp. 950-954
Author(s):  
Xiao Hui Zhou
Keyword(s):  
Statistical Analysis ◽  
Physical Education ◽  
Experimental Method ◽  
Delphi Method ◽  
Traditional Education ◽  
Analysis Method ◽  
Sport Motivation ◽  
Statistical Analysis Method ◽  
Motivation Scale ◽  
Sport Motivation Scale

Objective: probe into the influence of comprehensive materials multimedia on the students' sports motivation. Methods: the present study proceeds from the mode of teaching in the traditional physical education by the literature method, experimental method, Delphi method and the mathematical statistical analysis method to the comparison of the means of comprehensive materials multimedia in the physical education classes with the traditional education and study by the tool of the Sport Motivation Scale. Results: Practice of comprehensive materials multimedia in physical education can improve the students' sports motivation, activate their intrinsic motivation and guide it into a more active tendency.

scholarly journals Efectos de las actividades en la naturaleza en la predicción de la satisfacción de la Educación Física (Effects of outdoor activities in predicting Physical Education satisfaction)

Retos ◽  
2015 ◽  
pp. 9-14
Author(s):  
Antonio Baena-Extremera ◽  
Antonio Granero-Gallegos
Keyword(s):  
Physical Education ◽  
Intrinsic Motivation ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Equation Modeling ◽  
Outdoor Activities ◽  
Sport Motivation ◽  
Motivation Scale ◽  
Education Satisfaction ◽  
Sport Motivation Scale

El objetivo de este trabajo ha sido conocer cómo pueden influir las actividades en el medio natural en la predicción de la satisfacción hacia la Educación Física. La muestra fue de 125 alumnos de 4º de la ESO de Educación Secundaria divididos en un grupo experimental (n=76) y grupo control (n=49). Se utilizó un cuestionario compuesto por la Basic Psychological Needs in Exercise Scale, el factor de Motivación Intrínseca del Sport Motivation Scale, y Sport Satisfaction Instrument. Se realizó un programa de intervención con Educación de Aventura con 18 sesiones distribuidas en tres unidades didácticas y se tomaron medidas antes (pretest) y después de la intervención (postest). Se realizaron análisis descriptivos y modelos de ecuaciones estructurales. Tras el Programa de Aventura mejoran todas las variables excepto el aburrimiento, sobre todo la relación con los demás. La autonomía predice principalmente la motivación intrínseca, y ésta la satisfacción/diversión en el alumnado.Abstract. The aim of this study was to determine the effect of outdoor activities in the prediction of Physical Education satisfaction. The sample comprised 125 students of high-school students assigned into an experimental (n=76) and a control group (n=49). Participants completed the Basic Psychological Needs in Exercise Scale, the Intrinsic Motivation factor of the Sport Motivation Scale, and the Sport Satisfaction Instrument. The intervention program consisted on 18 Adventure Education sessions divided on three teaching units. Before (pre-test) and after (post-test) intervention measurements were obtained. Descriptive analyzes and Structural Equation Modeling were used to analyze the data. Following the Adventure Program, all variables improved but boredom, especially the relationship with others. Autonomy predicts mainly intrinsic motivation, which in turn, predicts satisfaction/enjoyment in students.

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 Motivational Profiles of High School Physical Education Students: The Role of Controlling Teacher Behavior

2019 ◽  
Vol 16 (10) ◽  
pp. 1714 ◽  
Author(s):  
Elisa Huéscar Hernández ◽  
Juan Antonio Moreno-Murcia ◽  
Lorena Ruíz González ◽  
Jaime León González
Keyword(s):  
Physical Activity ◽  
High School ◽  
Physical Education ◽  
Teacher Behavior ◽  
Need Satisfaction ◽  
Teacher Behaviors ◽  
Education Students ◽  
Physical Education Students ◽  
High School Physical Education ◽  
Motivational Profiles

(1) Background: The purpose of this study was to identify distinct motivational profiles in high school Physical Education students. These motivational profiles were examined in relation to controlling teacher behaviors, as well as to various psychological correlates including the perceived importance of physical activity to the student, student intentions to be physically active, psychological need satisfaction and current physical activity levels. (2) Methods: 416 high school Physical Education students comprised the sample. (3) Results: Cluster analysis and additional multivariate analyses revealed two motivational profiles, Wilk’s Λ = 0.56, F (7, 431) = 45.50, p < 0.01. The “Self-Determined” profile was characterized by high levels of self-determined motivation; high levels of competence, autonomy and relatedness; importance of physical activity; stronger intentions to engage in physical activity; and greater current actual physical activity involvement. The “Less Self-Determined” profile was associated with the perception of controlling teacher behaviors, and with greater external regulation and amotivation. (4) Conclusions: These findings help to provide new insights into the explanation of student motivation in Physical Education and the design of intervention programs.

Preliminary Validation in Spanish of a Scale Designed to Measure Motivation in Physical Education Classes: The Perceived Locus of Causality (PLOC) Scale

2009 ◽  
Vol 12 (1) ◽  
pp. 327-337 ◽  
Author(s):  
Juan Antonio Moreno Murcia ◽  
David González-Cutre Coll ◽  
Mariana Chillón Garzón
Keyword(s):  
Physical Education ◽  
Psychometric Properties ◽  
Temporal Stability ◽  
Education Students ◽  
Locus Of Causality ◽  
Intra Class Correlation ◽  
Physical Education Students ◽  
Preliminary Validation ◽  
Confirmatory Factor ◽  
Intra Class Correlation Coefficient

The purpose of this paper was to validate the Spanish version of the Perceived Locus of Causality Scale (PLOC; Goudas, Biddle, & Fox, 1994). To achieve this, two studies with samples of 1535 and 400 physical education students, of ages 12 to 17 years, were carried out. The psychometric properties of the PLOC were examined through the following analyses: confirmatory factor analysis, factor invariance, correlation among factors, reliability (Cronbach's alpha), temporal stability (test-retest), and criterion validity. The results partially supported the five-factor structure. This structure was invariant across the two study samples. Correlations among the subscales indicated a simplex pattern, supporting construct validity of the scale. Alpha values over .70 (except for introjected regulation) and high temporal stability (intra-class correlation coefficient = .83 to .90) over a four-week period were obtained. The mastery-approach goal positively predicted self-determined motivation, whereas the performance-avoidance goal predicted it negatively. Future studies should continue to analyze the psychometric properties of the PLOC, as the validation of an instrument should be an ongoing process.

Sign in / Sign up

Export Citation Format

Share Document