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.

The Teacher Benefits From Giving Autonomy Support During Physical Education Instruction

2014 ◽  
Vol 36 (4) ◽  
pp. 331-346 ◽  
Author(s):  
Sung Hyeon Cheon ◽  
Johnmarshall Reeve ◽  
Tae Ho Yu ◽  
Hue Ryen Jang
Keyword(s):  
Physical Education ◽  
Repeated Measures ◽  
Autonomy Support ◽  
Intervention Program ◽  
Longitudinal Research ◽  
Autonomous Motivation ◽  
Well Being ◽  
Need Satisfaction ◽  
Control Group ◽  
Experimental Group

Recognizing that students benefit when they receive autonomy-supportive teaching, the current study tested the parallel hypothesis that teachers themselves would benefit from giving autonomy support. Twenty-seven elementary, middle, and high school physical education teachers (20 males, 7 females) were randomly assigned either to participate in an autonomy-supportive intervention program (experimental group) or to teach their physical education course with their existing style (control group) within a three-wave longitudinal research design. Manipulation checks showed that the intervention was successful, as students perceived and raters scored teachers in the experimental group as displaying a more autonomy-supportive and less controlling motivating style. In the main analyses, ANCOVA-based repeated-measures analyses showed large and consistent benefits for teachers in the experimental group, including greater teaching motivation (psychological need satisfaction, autonomous motivation, and intrinsic goals), teaching skill (teaching efficacy), and teaching well-being (vitality, job satisfaction, and lesser emotional and physical exhaustion). These findings show that giving autonomy support benefits teachers in much the same way that receiving it benefits their students.

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.

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.

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.

scholarly journals The Importance of Supporting Student Autonomy in Physical Education Classes to Improve Intention to Be Physically Active

2020 ◽  
Vol 12 (10) ◽  
pp. 4251
Author(s):  
Marta Leyton-Román ◽  
Juan L. Núñez ◽  
Ruth Jiménez-Castuera
Keyword(s):  
Physical Education ◽  
Social Relations ◽  
Autonomy Support ◽  
Autonomous Motivation ◽  
Psychological Needs ◽  
Structural Equations ◽  
Physically Active ◽  
Student Autonomy ◽  
Support Students ◽  
Perceived Autonomy Support

This study sought to analyze the predictive power of supporting student autonomy in physical education classes on the intention to be physically active based on motivational variables. The Self-Determination Theory was used as a theoretical framework. The study sample comprised 922 students of both sexes, aged between 14 and 18 years old (M = 14.95, SD = 0.98). Several questionnaires were applied to analyze the measured variables. The results of the model of structural equations revealed that students’ perceived autonomy support positively and significantly predicted the satisfaction of the BPN (autonomy, competence and social relations). These, in turn, positively and significantly predicted autonomous motivation; and lastly, the most self-determined type of motivation positively and significantly predicted the intention to be physically active. This finding emphasizes the importance of establishing motivational strategies to support students’ autonomy via the satisfaction of psychological needs, enhancing autonomous motivation and, as a consequence, increasing students’ intention to practice physical activity.

scholarly journals Efectos del método acuático comprensivo en estudiantes de 6 y 7 años

2018 ◽  
Vol 2 (3) ◽  
pp. 27-36
Author(s):  
Luciane De Paula Borges ◽  
Juan Antonio Moreno Murcia
Keyword(s):  
Physical Education ◽  
Autonomy Support ◽  
Control Group ◽  
Global Knowledge ◽  
Registration System ◽  
Knowing How ◽  
Know How ◽  
Types Of Knowledge ◽  
Post Test ◽  
Experimental Group

Antecedentes: A lo largo de las últimas décadas ha existido una preocupación constante por buscar nuevas formas de seducir a los estudiantes para el aprendizaje de los contenidos relacionados con la educación física a través de las actividades acuáticas escolares.Objetivos: El objetivo del estudio consistió en comprobar el efecto de una Metodología Acuática Comprensiva con apoyo a la autonomía sobre los saberes (saber, saber hacer, saber ser y saberes globales) en un grupo de estudiantes en clases de educación física en el medio acuático de 6 y 7 años de edad.Método: Los participantes fueron 80 estudiantes de 6 y 7 años. Se utilizó un diseño casi-experimental con un grupo control y un grupo experimental. El grupo control estuvo compuesto por 38 estudiantes, donde 20 eran chicos y 18 eran chicas y el grupo experimental, compuesto por 42 estudiantes, donde 25 eran chicos y 17 eran chicas. Se les midió a través de tres instrumentos que se diseñaron de forma específica para este estudio que recogían medidas del saber, saber hacer, saber ser y saberes globales. Al grupo experimental se le aplicó el Método Acuático Comprensivo (MAC) durante ocho meses (20 clases).Resultados: Tras las distintas fases de análisis, construcción y validez, el sistema de registro permitió obtener un buen sistema de medida de los saberes. Después de la intervención, el grupo experimental presentó diferencias en todos los saberes, siempre siendo mejor el resultado en el post-test. El grupo control también presentó diferencias en los saberes, siendo peores los resultados en el post-test.Conclusiones: Los instrumentos diseñados para validar el saber, saber hacer, saber ser y saberes globales presentaron adecuadas medidas psicométricas. La metodología activa (Método Acuático Comprensivo), ha mostrado mejores efectos sobre el aprendizaje del saber, saber hacer, saber ser y saberes globales en las actividades acuáticas en estudiantes de 6-7 años en clases de educación física.Palabras clave: actividades acuáticas, método, educación, actividades acuáticas escolar, autonomía. Title: Effects of the Comprehensive Aquatic Method on 6 and 7-year-old studentsAbstractBackground: Over the last few decades, there has been a constant concern about how to make the contents of physical education through water activities more appealing to school students.Goals: The objective of this study was to verify the effect of a Comprehensive Aquatic Methodology with autonomy support on types of knowledge (know-how, knowing how to do it, knowing how to be and global knowledge) in a group of 6 and 7-year-old students in physical education classes in an aquatic environment.Method: Eighty 6 and 7-year-old students participated. A quasi-experimental design was used with a control group and an experimental group. The control group consisted of 38 students, 20 of which were boys and 18 were girls and the experimental group consisted of 42 students, 25 of which were boys and 17 were girls. They were measured through three specifically designed instruments that collected measurements of know-how, knowing how to do it, knowing how to be and global knowledge. The experimental group was taught through the Comprehensive Aquatic Method (MAC) for eight months (20 classes).Results: After the different phases of analysis, construction and validity, through the registration system it was possible to obtain a good system for measuring the types of knowledge. After the intervention, the experimental group presented differences in all types of knowledge, and results were always better in the post-test. The control group also presented differences in all types of knowledge, with worse results in the post-test.Conclusions: The instruments, designed to validate know-how, knowing how to do it, knowing how to be and global knowledge, presented adequate psychometric measures. The active methodology (Comprehensive Aquatic Method) has shown better effects on acquiring know-how, knowing how to do it, knowing how to behave and global knowledge in aquatic activities in 6 and 7-year-old students in physical education classes. Key words: aquatic activities, method, education, school water activities, autonomy.Titulo: Efeitos do Método Aquático Compreensivo em estudantes de 6 e 7 anosResumo Introdução: Ao longo das últimas décadas tem havido uma preocupação constante de procurar novas maneiras de seduzir os alunos a aprender os conteúdos relacionados à educação física através das atividades de aquáticas escolar.Objetivos: o objetivo do estudo foi verificar o efeito de uma Metodologia Aquática Compreensiva com apoio à autonomia sobre o conhecimento (saber, saber como fazer, saber como ser e o conhecimento global) em um grupo de alunos em aulas de educação física no meio aquático 6 e 7 anos de idade.Método: os participantes eram 80 alunos de 6 e 7 anos de idade. Um projeto quase experimental, foi utilizado com um grupo controle e um grupo experimental. O grupo de controle consistiu em 38 alunos, onde 20 eram meninos e 18 eram meninas e o grupo experimental, composto por 42 alunos, onde 25 eram meninos e 17 eram meninas. Eles foram medidos através de três instrumentos que foram desenhado especificamente para este estudo que medida o conhecimento do saber, saber como fazer y saber como ser e o conhecimento global. Em o grupo experimental foi aplicado o Método Aquático Compreensivo (MAC) durante oito meses (20 aulas).Resultados: após as diferentes fases de análise, construção e validade, o sistema de registro permitiu obter um bom sistema de medição do conhecimento. Após a intervenção, o grupo experimental apresentou diferenças em todo os conhecimentos, sendo o resultado sempre melhor no pós-teste. O grupo de controle também apresentou diferenças nos conhecimentos, sendo pior os resultados no pós-teste.Conclusões: os instrumentos desenhado para validar o conhecimento do saber, saber como fazer y saber como ser e o conhecimento global apresentaram medidas psicométricas adequadas. A metodologia ativa (Método aquático Compreensivo) mostrou melhores efeitos na aprendizagem de conhecimento do saber, saber como fazer y saber como ser e o conhecimento global em atividades aquáticas em estudantes de 6-7 anos em aulas de educação física.Palavras-chave: atividades aquáticas, método, educação, atividades de aquáticas escolar, autonomia.

Experimentally Based, Longitudinally Designed, Teacher-Focused Intervention to Help Physical Education Teachers Be More Autonomy Supportive Toward Their Students

2012 ◽  
Vol 34 (3) ◽  
pp. 365-396 ◽  
Author(s):  
Sung Hyeon Cheon ◽  
Johnmarshall Reeve ◽  
Ik Soo Moon
Keyword(s):  
Physical Education ◽  
Repeated Measures ◽  
Structural Equation ◽  
Autonomous Motivation ◽  
Equation Model ◽  
Need Satisfaction ◽  
Control Group ◽  
Psychological Need ◽  
Experimental Group ◽  
Psychological Need Satisfaction

Using the field’s state-of-the-art knowledge, we designed, implemented, and assessed the effectiveness of an intervention to help physical education (PE) teachers be more autonomy supportive during instruction. Nineteen secondary-school PE teachers in Seoul were randomly assigned into either an experimental or a delayed-treatment control group, and their 1,158 students self-reported their course-related psychological need satisfaction, autonomous motivation, amotivation, classroom engagement, skill development, future intentions, and academic achievement at the beginning, middle, and end of the semester. Observers’ ratings and students’ self-reports confirmed that the intervention was successful. Repeated-measures ANCOVAs showed that the students of teachers in the experimental group showed midsemester and end-of-semester improvements in all dependent measures. A multilevel structural equation model mediation analysis showed why the teacher-training program produced improvements in all six student outcomes—namely, teachers in the experimental group vitalized their students’ psychological need satisfaction during PE class in ways that teachers in the control group were unable to do, and it was this enhanced need satisfaction that explained the observed improvements in all six outcomes.

scholarly journals Estilos de enseñanza participativos en las clases de Educación Física y su influencia sobre diferentes aspectos psicológicos | Participatory teaching styles in Physical Education classes and their influence on different psychological aspects

2019 ◽  
Vol 12 (25) ◽  
pp. 30 ◽  
Author(s):  
Iván Lebrero Casanova ◽  
Bartolomé J. Almagro ◽  
Pedro Sáenz-López
Keyword(s):  
Physical Education ◽  
Autonomy Support ◽  
Teaching Styles ◽  
Self Esteem ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Psychological Aspects ◽  
Control Group ◽  
Quasi Experimental ◽  
Experimental Group

El objetivo del estudio consistió en analizar diferentes aspectos psicológicos (soporte autonomía, necesidades psicológicas básicas, autoestima y motivación) tras una intervención basada en diferentes estilos de enseñanza (impartición de las sesiones por parte del docente y de los alumnos mediante estilos de enseñanza participativos y trabajo cooperativo). Se llevó a cabo un diseño de investigación cuasi-experimental pre-post con un grupo control y otro experimental. En el grupo control se mantuvo la dinámica habitual de clase (con el docente de Educación Física) y en el experimental era el alumnado (quién con la supervisión del profesor) quien impartía las clases. Los resultados mostraron que en el grupo experimental se produjo un descenso del soporte autonomía del docente y una mejora en la relación con los demás, en la autoestima y en la regulación externa (que disminuyó). La mayor implicación del alumnado en su proceso enseñanza-aprendizaje hizo mejorar los diferentes aspectos psicológicos estudiados.AbstractThe main objective of this study was to analyze different psychological aspects (autonomy support, basic psychological needs, motivation and self-esteem) after an intervention process based on several teaching styles (lesson implementation by the teacher and the students with means of participatory teaching styles and cooperative work). A pre-post quasi-experimental research design was carried out with a control group and an experimental group. With the control group, the usual classroom dynamics (with the Physical Education teacher) were maintained, and with the experimental group the students (with the supervision of the teacher) taught the lessons. Results showed that the experimental group experienced a decline in autonomy support of the teacher and an improvement in the sense of relatedness, self-esteem, and external regulation (which declined). The greater involvement of the students in their teaching-learning process improved the different psychological aspects studied.

Sign in / Sign up

Export Citation Format

Share Document