No More Bricks in the Wall: Adopting Healthy Lifestyles through Physical Education Classes

Despite the multiple benefits associated with practicing physical activity regularly, less than 20% of the population do it on a daily basis. Physical education classes could contribute, during childhood and adolescence, to consolidating adherence to healthy lifestyle habits. The present study involved 606 secondary school students between the ages of 13 and 19. We analysed the relationships between the perception of psychological control and support for autonomy, the satisfaction and frustration of psychological needs, mind-wandering and mindfulness, positive and negative emotions, motivation towards physical education classes, physical activity and the intention to be physically active—all through a structural equation model, which presented acceptable goodness-of-fit indices. The results showed that students who feel more autonomous see that their psychological needs are met and feel emotionally positive; this will result in the development of autonomous motivation towards physical education classes and physical activity that, in turn, could lead to a greater intention to be physically active.

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Motivational climate, need satisfaction, self-determined motivation, and physical activity of students in secondary school physical education in China

10.21203/rs.2.16475/v3 ◽

2020 ◽

Author(s):

Ruzhuan Chen ◽

Lijuan Wang ◽

Bingnan Wang ◽

Yulan Zhou

Keyword(s):

Physical Activity ◽

Physical Education ◽

Secondary School ◽

Autonomy Support ◽

Structural Equation ◽

Vigorous Physical Activity ◽

Psychological Needs ◽

Motivational Climate ◽

Need Satisfaction ◽

School Students

Abstract Background: On the basis of the integration constructs from self-determination theory (SDT) and achievement goal theory (AGT), this study aims to investigate the relationship among classroom motivational climate from four perspectives (i.e. autonomy support, relatedness support, task-involving climate and ego-involving climate), three psychological needs (i.e. autonomy, competence and relatedness), self-determined motivation and physical activity (PA) in secondary physical education (PE). Methods: Participants consisted of 1,186 Chinese students aged 11 to 16 years from three secondary schools in Shanghai. Accelerometers were utilized to measure moderate to vigorous physical activity (MVPA). Questionnaires were used to measure SDT variables (i.e. classroom motivational climate, perceived competence, autonomy, relatedness and self-determined motivation). Structural equation modelling (SEM) was adopted to analyse the hypothesised relationship.Results: SEM analysis revealed that task-involving climate and autonomy support were positively associated with autonomy, relatedness and competence. Relatedness support was positively related with autonomy and relatedness, whereas ego-involving climate was only associated with competence. The three psychological needs positively affected self-determined motivation, and self-determined motivation positively affected the MVPA time of secondary school students in PE lessons.Conclusion: These findings support a model of motivation that integrates SDT and AGT, provides new insight into understanding MVPA in Chinese PE, and establishes a solid basis for intervention research.

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Motivational climate, need satisfaction, self-determined motivation, and physical activity of students in secondary school physical education in China

BMC Public Health ◽

10.1186/s12889-020-09750-x ◽

2020 ◽

Vol 20 (1) ◽

Author(s):

Ruzhuan Chen ◽

Lijuan Wang ◽

Bingnan Wang ◽

Yulan Zhou

Keyword(s):

Physical Activity ◽

Physical Education ◽

Secondary School ◽

Autonomy Support ◽

Structural Equation ◽

Vigorous Physical Activity ◽

Psychological Needs ◽

Motivational Climate ◽

Need Satisfaction ◽

School Students

Abstract Background On the basis of the integration constructs from self-determination theory (SDT) and achievement goal theory (AGT), this study aims to investigate the relationship among classroom motivational climate from four perspectives (i.e. autonomy support, relatedness support, task-involving climate and ego-involving climate), three psychological needs (i.e. autonomy, competence and relatedness), self-determined motivation and physical activity (PA) in secondary physical education (PE). Methods Participants consisted of 1186 Chinese students aged 11 to 16 years from three secondary schools in Shanghai. Accelerometers were utilized to measure moderate to vigorous physical activity (MVPA). Questionnaires were used to measure SDT variables (i.e. classroom motivational climate, perceived competence, autonomy, relatedness and self-determined motivation). Structural equation modelling (SEM) was adopted to analyse the hypothesised relationship. Results SEM analysis revealed that task-involving climate and autonomy support were positively associated with autonomy, relatedness and competence. Relatedness support was positively related with autonomy and relatedness, whereas ego-involving climate was only associated with competence. The three psychological needs positively affected self-determined motivation, and self-determined motivation positively affected the MVPA time of secondary school students in PE lessons. Conclusion These findings support a model of motivation that integrates SDT and AGT, provides new insight into understanding MVPA in Chinese PE, and establishes a solid basis for intervention research.

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Influencia del docente de Educación Física sobre la confianza, diversión, la motivación y la intención de ser físicamente activo en la adolescencia.

Cuadernos de Psicología del Deporte ◽

10.6018/cpd.347631 ◽

2019 ◽

Vol 19 (1) ◽

pp. 222-232 ◽

Cited By ~ 4

Author(s):

Rubén Trigueros-Ramos ◽

Noelia Navarro Gómez ◽

Jose Manuel Aguilar-Parra ◽

Irene León-Estrada

Keyword(s):

Physical Activity ◽

Physical Education ◽

Autonomy Support ◽

Structural Equation ◽

Psychological Control ◽

Equation Model ◽

Physically Active ◽

Emotional Processes ◽

Palabras Clave ◽

Life Habits

Según el informe de la OMS del 2018, más del 80% de los adolescentes no practican suficiente actividad física. Las clases de Educación Física deberían de ayudar a solventar este problema. Para ello, en este estudio, se pretende analizar la influencia del docente sobre la confianza, diversión, la motivación y la intención de ser físicamente activo en la adolescencia. En el presente estudio participaron 604 estudiantes entre los 13 y 19 años. Se realizaron análisis estadísticos descriptivos, un análisis de fiabilidad y un modelo de ecuaciones estructurales que explica las relaciones causales entre las variables. Los resultados muestran como el apoyo autonomía predice positivamente la confianza (β = .56, p<.001), la diversión (β = .29, p<.001) y la motivación (β = .10, p<.05); mientras que el control psicológico predice negativamente la confianza (β = -.17, p<.01), la diversión (β = -.12, p<.001) y la motivación (β = -.24, p<.001). La confianza predice positivamente la motivación (β = .37, p<.01), de la misma manera, la diversión predice la motivación (β = .74, p<.001), por último, la motivación predice de forma positiva la intención de ser físicamente activo (β = .62, p<.001). En definitiva, el estudio muestra la influencia y la importancia del profesor de EF y de los procesos motivacionales y emocionales presentes en los adolescentes durante las clases de EF sobre la adopción de unos hábitos de vida activos. Palabras clave: teoría de la autodeterminación, emociones, Educación Física, actividad física. According to the WHO report of 2018, more than 80% of adolescents do not practice enough physical activity. Physical education classes should help solve this problem. For this, in this study, we intend to analyze the influence of the teacher on confidence, enjoyment, motivation and the intention of being physically active in adolescence. In the present study, 604 students between the ages of 13 and 19 participated. Descriptive statistical analyzes, a reliability analysis and a structural equation model that explains the causal relationships between the variables were performed. The results show how autonomy support positively predicts confidence (β = .56, p <.001), enjoyment (β = .29, p <.001) and motivation (β = .10, p <.05) ; whereas psychological control predicts negatively confidence (β = -.17, p <.01), enjoyment (β = -.12, p <.001) and motivation (β = -.24, p <.001 ). Confidence positively predicts motivation (β = .37, p <.01), in the same way, enjoyment predicts motivation (β = .74, p <.001), finally the motivation positively predicts the intention to be physically active (β = .62, p <.001). In short, the study shows the influence and importance of the PE teacher and the motivational and emotional processes present in adolescents during PE classes on the adoption of active life habits. Key words: Self-determination theory, emotions, Physical Education, physical activity.

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How TGfU Influence on Students’ Motivational Outcomes in Physical Education? A Study in Elementary School Context

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph18105407 ◽

2021 ◽

Vol 18 (10) ◽

pp. 5407

Author(s):

Vicente Gaspar ◽

Alexander Gil-Arias ◽

Fernando Del Villar ◽

Alba Práxedes ◽

Alberto Moreno

Keyword(s):

Physical Education ◽

Healthy Lifestyle ◽

School Context ◽

Psychological Needs ◽

Basic Psychological Needs ◽

Control Group ◽

Physically Active ◽

Quasi Experimental ◽

Experimental Group ◽

Small Side

The purpose of this study was to implement a comprehensive teaching program based on the principles of Teaching Games for Understanding (TGfU) model and questioning, and to assess its consequences for students’ satisfaction of basic psychological needs, motivation, perceptions of ability and intention to be physically active during Physical Education lessons in primary education. A quasi-experimental design was utilized. Participants were 111 students from two different groups of fifth and sixth graders, all enrolled in one primary school. Participants were divided into experimental and control group. Experimental group experienced a TGfU unit, according to small side games and the questioning. Control group experienced a small side games unit, without questioning. Within-group results showed that experimental group students reported significantly higher mean scores in all dependents variables of the study, in both genders. Results showed that control group only reported significantly higher mean scores in intention to be physically active variable, also in both genders. The results demonstrate the need to implement didactic units under comprehensive pedagogical approaches to improve motivation and the intention to develop healthy lifestyle habits in female and male students. More researches are needed to support this evidence.

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Temporal Trends in the Association between Participation in Physical Education and Physical Activity among U.S. High School Students, 2011–2017

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph17072357 ◽

2020 ◽

Vol 17 (7) ◽

pp. 2357 ◽

Cited By ~ 1

Author(s):

Seungho Ryu ◽

Paul Loprinzi ◽

Heontae Kim ◽

Minsoo Kang

Keyword(s):

Physical Activity ◽

High School ◽

High School Students ◽

Physical Education ◽

Temporal Trends ◽

Physical Activity Guideline ◽

Activity Levels ◽

School Students ◽

Physically Active ◽

Education Participation

The purpose of this study was to assess trends in physical education and physical activity among U.S. high school students from 2011 to 2017, respectively, and to evaluate temporal trends in the relationship between physical education class participation and physical activity levels. Data from a total of 51,616 high school students who participated in the Youth Risk Behavior Surveillance System (YRBSS) from 2011 to 2017 were analyzed for this study. Physical education was measured as follows: In an average week when you are in school, on how many days do you go to physical education classes? Physical activity was measured as follows: During the past 7 days, on how many days were you physically active for a total of at least 60 min per day? Meeting physical activity guideline was defined as engaging in 7 days per week of at least 60 min per day. Across the 2011–2017 YRBSS, there were no linear (p = 0.44)/quadratic trends (p = 0.37) in physical education and linear (p = 0.27)/quadratic trends (p = 0.25) in physical activity, respectively. Regarding the trends in the association between physical education and physical activity, there were no statistically significant linear (unstandardized regression coefficient (b) = 0.013, p = 0.43) or quadratic (p = 0.75) trends; however, at the sample level, there was a slight increase in the odds ratio effect sizes from 2011 to 2017 (ES = 1.80–1.98). The pooled association between physical education participation and physical activity was statistically significant, OR = 1.88, 95% CI = 1.75–2.03, p < 0.001. That is, on average across the four YRBSS cycles, students who participated in physical education had 1.88 times higher odds of meeting physical activity guideline when compared to students who did not participate in physical education. The trends of physical education and physical activity did not change between 2011 and 2017. Overall, we observed a significant relationship between participation in physical education and physical activity. There was a non-significant yet stable trend of association between participation in physical education and physical activity over time.

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Contribution of Motivational Climates and Social Competence in Physical Education on Overall Physical Activity: A Self-Determination Theory Approach with a Creative Physical Education Twist

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph17165885 ◽

2020 ◽

Vol 17 (16) ◽

pp. 5885 ◽

Cited By ~ 1

Author(s):

Juha Kokkonen ◽

Arto Gråstén ◽

John Quay ◽

Marja Kokkonen

Keyword(s):

Physical Activity ◽

Physical Education ◽

Social Competence ◽

Structural Equation ◽

Extrinsic Motivation ◽

Motivational Climate ◽

Theory Approach ◽

School Students ◽

Cross Sectional ◽

Motivational Climates

Using a cross-sectional study design, we tested a structural equation model of hypothesized relationships among a group of variables: motivational climate in physical education (PE), students’ social competence in PE, out of-school physical activity (PA) motivation, PA intention and their moderate-to-vigorous PA (MVPA). Based on the self-reports of 363 fourth to sixth grade elementary school students (172 girls, 191 boys), the model revealed that the task-involving motivational climate in PE was linked to higher MVPA via cooperation in PE, and also via extrinsic motivation and PA intention. Ego-involving motivational climate was related to higher extrinsic motivation and amotivation, further to higher PA intention and, finally, to higher MVPA. Task-involving motivational climate was positively linked to students’ social competence markers of cooperation and empathy, and negatively to disruptiveness. Ego-involving motivational climate was positively related to disruptiveness and impulsivity, the markers of low social competence. The study showed that the motivational climate and co-operational aspect of social competence both played significant roles in students’ PA motivation, PA intention and MVPA. A pedagogical model that brings the learning of social competence relevant skills to the fore is creative physical education (CPE). Analysis of CPE is provided which highlights teaching behaviors which contribute to the students’ MVPA through motivational climates, co-operation, PA motivation and PA intention.

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Influence of Perceived Sport Competence and Body Attractiveness on Physical Activity and other Healthy Lifestyle Habits in Adolescents

The Spanish Journal of Psychology ◽

10.5209/rev_sjop.2011.v14.n1.25 ◽

2011 ◽

Vol 14 (1) ◽

pp. 282-292 ◽

Cited By ~ 16

Author(s):

Juan Antonio Moreno-Murcia ◽

Pedro Hellín ◽

David González-Cutre ◽

Celestina Martínez-Galindo

Keyword(s):

Physical Activity ◽

Structural Equation ◽

Healthy Lifestyle ◽

Equation Model ◽

Self Concept ◽

Lifestyle Habits ◽

Physically Active ◽

Body Attractiveness ◽

Sport Competence ◽

Intention To Continue

The purpose of this study was to test an explanatory model of the relationships between physical self-concept and some healthy habits. A sample of 472 adolescents aged 16 to 20 answered different questionnaires assessing physical self-concept, physical activity, intention to be physically active and consumption of alcohol and tobacco. The results of the structural equation model showed that perceived sport competence positively correlated with current physical activity. Body attractiveness positively correlated with physical activity in boys and negatively in girls. Current physical activity positively correlated with the intention to be physically active in the future and negatively with the consumption of alcohol and tobacco. Nevertheless, this last relationship was only significant in boys. The results are discussed in connection with the promotion of healthy lifestyle guidelines among adolescents. This model shows the importance of physical self-concept for engaging in physical activity in adolescence. It also suggests that physical activity is associated with the intention to continue being physically active and with healthy lifestyle habits.

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One-year stability of physical education-centered physical literacy indicators on objectively measured physical activity

European Physical Education Review ◽

10.1177/1356336x211046302 ◽

2021 ◽

pp. 1356336X2110463

Author(s):

Sami Yli-Piipari ◽

Arto Gråstén ◽

Mikko Huhtiniemi ◽

Kasper Salin ◽

Timo Jaakkola

Keyword(s):

Physical Activity ◽

Elementary School ◽

Physical Education ◽

Motor Coordination ◽

Physical Literacy ◽

School Students ◽

Physically Active ◽

Upper Elementary School ◽

And Gender ◽

Objectively Measured

One of the central goals of school physical education (PE) is to improve physical literacy in youth to nurture their ability, confidence, and desire to be physically active for life. The aim of this study was to examine the stability of the selected PE-centered physical literacy indicators on school students’ objectively measured moderate-to-vigorous intensity physical activity (MVPA). This study was a follow-up study tracking a sample of 450 Finnish children ( M = 11.26[0.32]; nfemales = 194; nmales = 256) across upper elementary school from fifth (T1) to sixth (T2) grade. A set of independent variables (motor competence, health-related fitness, in-class PE MVPA, and PE motivation and enjoyment) and total MVPA as a dependent variable were collected, and gender and body mass index were controlled in the analyses. The entire model explained almost 29% of MVPA in T1 and 26% in T2. While cardiorespiratory endurance (β = 0.29) and MVPA in PE (β = 0.20) were statistically significant predictors of MVPA in T1, MVPA in PE (β = 0.23), and identified regulation (β = 0.16) were statistically significant predictors at T2. Across the time, boys had higher levels of MVPA compared to girls (T1: β = −0.12; T2: β = −0.14), whereas the relationship was inverted in motor coordination (T1: β = 0.13; T2: β = 0.12). The findings of this study suggest that MVPA in PE is an important contributor to children's MVPA, and its role is eminent during the last two grades of elementary school.

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Does Perceived Competence Mediate between Ball Skills and Children’s Physical Activity and Enjoyment?

Children ◽

10.3390/children8070575 ◽

2021 ◽

Vol 8 (7) ◽

pp. 575

Author(s):

Tao Zhang ◽

Joonyoung Lee ◽

Lisa M. Barnett ◽

Xiangli Gu

Keyword(s):

Physical Activity ◽

Structural Equation ◽

Goodness Of Fit ◽

Perceived Competence ◽

Equation Modeling ◽

School Students ◽

Major Purpose ◽

Motor Skill Competence ◽

Children’S Physical Activity ◽

Ball Skills

The major purpose of this study was to examine the potential mediating role of perceived motor skill competence on relationships between actual ball skills and children’s physical activity (PA) and PA enjoyment. A total of 294 students (Mage = 10.96 ± 0.76; 51.7% boys) from three elementary schools completed validated questionnaires assessing their perceived competence, self-reported PA, and PA enjoyment. Students’ actual ball skills (i.e., basketball, overhand throwing, striking) were measured by PE MetricsTM. Correlation analyses showed positive relationships among the study variables (rs ranging from 0.12 to 0.56). The structural equation modeling (SEM) analyses demonstrated that the mediation model produces a goodness-of-fit to the data: χ2/df = 52.03/32; CFI = 0.96; NFI = 0.90; IFI = 0.96, RMSEA = 0.05, SRMR = 0.04. Path coefficients suggested that actual ball skill competence was strongly associated with perceived competence (β = 0.36, p < 0.01), which in turn significantly predicted PA (β = 0.29, p < 0.01) and PA enjoyment (β = 0.35, p < 0.01). The findings highlight that ball skills significantly impact students’ perceived competence, positively and indirectly affecting their PA and PA enjoyment. This study provides empirical evidence that recommends intervention strategies aimed at fostering elementary school students’ PA and PA enjoyment.

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Psychological Wellbeing in Physical Education and School Sports: A Systematic Review

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph18030864 ◽

2021 ◽

Vol 18 (3) ◽

pp. 864

Author(s):

Javier Piñeiro-Cossio ◽

Antonio Fernández-Martínez ◽

Alberto Nuviala ◽

Raquel Pérez-Ordás

Keyword(s):

Physical Activity ◽

Physical Education ◽

Psychological Needs ◽

Basic Psychological Needs ◽

Psychological Wellbeing ◽

Inclusion Criteria ◽

School Students ◽

School Sports ◽

Wide Range ◽

Definition Of

Mental health in children and adolescents has become an increasingly important topic in recent years. It is against this backdrop that physical education and school sports play an important role in promoting psychological wellbeing. The aim of this review was to analyse interventions for improving psychological wellbeing in this area. To this end, a literature review was conducted using four databases (WOS, SPORTDiscus, SCOPUS and ERIC) and the following keywords: psychological wellbeing, physical education, and school sports. Twenty-one articles met the inclusion criteria. The results showed that interventions varied greatly in terms of duration and used a wide range of strategies (conventional and non-conventional sports, physical activity, games, etc.) for promoting psychological wellbeing, primarily among secondary school students. There was a lack of consensus as to the conceptualisation of the construct of psychological wellbeing, resulting in a variety of tools and methods for assessing it. Some studies also suggested a link between psychological wellbeing and other variables, such as basic psychological needs and self-determination. Finally, this study provides a definition of psychological wellbeing through physical activity based on our findings.

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