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Xiang P, Liu J, Li W, Guan J. Longitudinal Stability and Change in Young Students’ Mastery-Approach Goals for Running. Percept Mot Skills 2022; 129:1581-1598. [DOI: 10.1177/00315125221118469] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
In the present study, we examined the longitudinal stability and change in mastery-approach goals for running as offered in regularly scheduled physical education (PE) and athletics classes in the United States. There were five waves of data collection from 806 students (431 boys; 375 girls) who were tracked from fourth to eighth grade while participating in running activities in PE or athletics classes. We assessed the participants’ mastery-approach goals using four items on a 5-point scale. We found acceptable longitudinal construct validity, measurement invariance, and scale reliability for the scores of mastery-approach goals, and we found these goals to have moderate stability across this 5-year period. Latent growth modeling revealed a linear decline in mean mastery-approach goal scores over the five school years. We concluded that the assessment of mastery-approach goals over time was both valid and reliable and that these running mastery-approach goals were stable in most respects but became less intense over time.
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Affiliation(s)
- Ping Xiang
- Texas A&M University, College Station, TX, USA
| | - Jiling Liu
- Texas A&M University, College Station, TX, USA
| | - Weidong Li
- The Ohio State University, Columbus, OH, USA
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Rarujanai K, Teo EW, Ngien Siong C, Ling A, Kuan G. Understanding Players’ Sportspersonship Attitude, Expectancy-Related Beliefs, and Subjective Task Values in Field Hockey: An Integrated Approach. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19084819. [PMID: 35457685 PMCID: PMC9028397 DOI: 10.3390/ijerph19084819] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/15/2022] [Revised: 04/12/2022] [Accepted: 04/13/2022] [Indexed: 11/28/2022]
Abstract
(1) Background: The purpose of this study was to examine the relationship between expectancy-value components and attitudes toward sportspersonship among Malaysian adolescent field hockey players. This study also examined the effect of expectancy beliefs, task values, and sportspersonship attitude on the motivation of adolescent field hockey players by gender and age group. (2) Methods: The Malay versioned Expectancy Value Model Questionnaire and the Malay versioned Multidimensional Sportspersonship Orientations Scale were administered on 730 respondents (µ = 15.46 ± 1.83 years). (3) Results: The expectancy values and attainment value (r = 0.894), utility value and attainment value (r = 0.833) were highly correlated. There was no significant gender difference in expectancy, task values, and sportspersonship attitude dimensions. The main effect of age group was significant on task values: F (2724) = 4.19; p = 0.01. The difference was indicated between age groups of 15–16 years and 12–14 years (p = 0.02, d = 0.014) under task values variable. (4) Conclusions: There is no significant relationships between sportspersonship attitude (MSOS-M) and of expectancy beliefs and task values (EVMQ-M). To conclude, female and younger players demonstrate lower expectancy beliefs, task values, and sportspersonship attitudes than male and older field hockey players.
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Affiliation(s)
- Kanagarajah Rarujanai
- Centre for Sport and Exercise Sciences, University of Malaya, Kuala Lumpur 50603, Malaysia; (K.R.); (A.L.)
| | - Eng Wah Teo
- Centre for Sport and Exercise Sciences, University of Malaya, Kuala Lumpur 50603, Malaysia; (K.R.); (A.L.)
- Correspondence: (E.W.T.); (G.K.)
| | - Chin Ngien Siong
- Institute of Teacher Education, Batu Lintang Campus, Kuching 93200, Malaysia;
| | - Arthur Ling
- Centre for Sport and Exercise Sciences, University of Malaya, Kuala Lumpur 50603, Malaysia; (K.R.); (A.L.)
| | - Garry Kuan
- Exercise and Sports Science Programme, School of Health Sciences, Universiti Sains Malaysia, Kubang Kerian 16150, Malaysia
- Correspondence: (E.W.T.); (G.K.)
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Lohbeck A, von Keitz P, Hohmann A, Daseking M. Children's Physical Self-Concept, Motivation, and Physical Performance: Does Physical Self-Concept or Motivation Play a Mediating Role? Front Psychol 2021; 12:669936. [PMID: 33995228 PMCID: PMC8121452 DOI: 10.3389/fpsyg.2021.669936] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/19/2021] [Accepted: 03/17/2021] [Indexed: 01/09/2023] Open
Abstract
The present study aimed to examine the relations between physical self-concept, intrinsic and extrinsic motivation as well as physical performance of 1,082 children aged 7-8 years. The central objective of this study was to contrast a mediation model assuming physical self-concept as a mediator of the relations between both types of motivation and physical performance to a mediation model assuming both types of motivation as mediators of the relations between physical self-concept and physical performance. Physical self-concept and both types of motivation were measured by using self-reported questionnaires, while physical performance was measured with 10 motor skill tests. All tests were carried out during regular school hours (8-12 A.M.) by qualified test personnel. Beyond correlation analyses, structural equation modeling (SEM) was performed to find evidence for the predictive relations between the variables under study. Results showed that physical self-concept was significantly positively related to both types of motivation and physical performance (all p < 0.001). In contrast, results of SEM revealed that only physical self-concept (p < 0.001) and intrinsic motivation (p < 0.05) were significantly positively linked to physical performance. Furthermore, physical self-concept proved to significantly mediate the relations of both types of motivation to physical performance (p < 0.001), while only intrinsic motivation, but not extrinsic motivation, proved to significantly mediate the relation between physical self-concept and physical performance (p < 0.05). These results suggest that school-based or extracurricular interventions targeted at improving younger children's physical performance only by means of an increased level of physical activity or by external factors without supporting children's physical self-concept and intrinsic motivation may have less or no effects on their physical performance.
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Affiliation(s)
- Annette Lohbeck
- Educational Sciences, University of Paderborn, Paderborn, Germany
| | | | - Andreas Hohmann
- Cultural Studies, Sport Science I, University of Bayreuth, Bayreuth, Germany
| | - Monika Daseking
- Educational Psychology, Helmut Schmidt University, Hamburg, Germany
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Motor Skills and Participation in Middle Childhood: A Direct Path for Boys, a Mediated Path for Girls. J Phys Act Health 2021; 18:318-324. [PMID: 33592578 DOI: 10.1123/jpah.2020-0296] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/20/2020] [Revised: 12/04/2020] [Accepted: 12/17/2020] [Indexed: 11/18/2022]
Abstract
BACKGROUND Beyond the often examined perceptions of competence and motor skill proficiency, perceived value and children's expectations for success are thought to affect engagement in physical activities. We used parallel mediation models to examine the direct effect of motor skill proficiency on participation in physical activities, as well as whether children's beliefs and value for physical activities mediated this relationship. METHODS The participants in this cross-sectional study were a total of 398 grade 3 children (201 girls) from 8 schools. Motor skills were assessed using the Test of Gross Motor Development-2, the Value Expectancy Questionnaire measured the psychological variables, and the Children's Assessment of Participation and Enjoyment measured physical activities. RESULTS Motor skill proficiency predicted all 3 psychological constructs for the boys and the girls, and boys' participation in physical activities. However, the psychological variables did not mediate the relationship between motor skills and participation among the boys. For the girls, task value mediated the relationship between motor skills and physical activity participation. CONCLUSION It is possible that the girls are further along in their ability to reflect on their competence, successes, and failures; it is also possible that the lower motor skill levels of girls had a deleterious effect on their feelings about participating.
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Peralta M, Henriques-Neto D, Gouveia ÉR, Sardinha LB, Marques A. Promoting health-related cardiorespiratory fitness in physical education: A systematic review. PLoS One 2020; 15:e0237019. [PMID: 32745088 PMCID: PMC7398517 DOI: 10.1371/journal.pone.0237019] [Citation(s) in RCA: 16] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/04/2020] [Accepted: 07/18/2020] [Indexed: 11/21/2022] Open
Abstract
Background This article aimed to systematically review the contribution of physical education (PE) classes to improve cardiorespiratory fitness (CRF) in children and adolescents; and to define potentially relevant factors for promoting CRF in PE classes. Methods Studies were identified from searches in ERIC, PubMed, SPORTDiscus, and Web of Science databases. Primary source articles, relating PE classes and CRF, published up to July 2019 in peer-reviewed journals were eligible for inclusion. Specific inclusion criteria were: (a) having cross-sectional or longitudinal and observational or interventional study designs; (b) targeting school-aged children or adolescents; (c) measuring CRF, heart rate or CRF test results as an outcome; (d) having statistical analyses of the CRF, heart rate or CRF test results outcomes reported; (e) focusing on PE classes or PE interventions that did not extended time or frequency of the classes; and (f) published in English, French, Portuguese, or Spanish. Results A total of 24 studies met the inclusion criteria. Overall, 10 studies have found a neutral effect of PE classes in students’ CRF, eight studies found that PE indeed contributed to the improvement of CRF and six studies revealed mixed findings, when PE classes where controlled for others variables (e.g. body mass index, intensity). Higher intensity PE classes consistently demonstrated contributions to improving students’ CRF. Conclusion Review findings suggest that PE classes can contribute to the improvement of students’ CRF. Intensity, age and weight status were identified as potentially relevant factors for promoting CRF in PE classes. To improve CRF, higher intensity classes should be provided.
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Affiliation(s)
- Miguel Peralta
- CIPER, Faculdade de Motricidade Humana, Universidade de Lisboa, Lisboa, Portugal
- ISAMB, Faculdade de Medicina, Universidade de Lisboa, Lisboa, Portugal
- * E-mail:
| | | | - Élvio Rúbio Gouveia
- Departamento de Educação Física e Desporto, Universidade da Madeira, Funchal, Portugal
- Madeira Interactive Technologies Institute, LARSyS, Funchal, Portugal
| | - Luís B. Sardinha
- CIPER, Faculdade de Motricidade Humana, Universidade de Lisboa, Lisboa, Portugal
| | - Adilson Marques
- CIPER, Faculdade de Motricidade Humana, Universidade de Lisboa, Lisboa, Portugal
- ISAMB, Faculdade de Medicina, Universidade de Lisboa, Lisboa, Portugal
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The Impact of Flipped Learning on Cognitive Knowledge Learning and Intrinsic Motivation in Norwegian Secondary Physical Education. EDUCATION SCIENCES 2020. [DOI: 10.3390/educsci10040110] [Citation(s) in RCA: 13] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The purpose of the present study was to examine if and how the introduction of a flipped learning (FL) framework in Norwegian lower and upper secondary school physical education (PE) could affect student situational motivation and health-related fitness knowledge (HRFK). 206 Norwegian students (48% girls) from secondary and upper secondary schools were included in a three-week-long intervention. 85 students were assigned to an intervention group and 121 students to a control group, with the intervention aimed at integrating information communication technology (ICT) through the use of online videos. The results showed a negative motivational change for male students unless the activity changes were placed within an explanatory rationale through FL. The application of FL caused more cognitive knowledge learning, resulting in higher levels of HRFK among both girls and boys. The current research provided valuable insights into Norwegian students’ motivation for PE and that cognitive knowledge learning can be affected when integrating the use of ICT in PE.
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Kaioglou V, Dania A, Venetsanou F. How physically literate are children today? A baseline assessment of Greek children 8-12 years of age. J Sports Sci 2020; 38:741-750. [PMID: 32079493 DOI: 10.1080/02640414.2020.1730024] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Abstract
Developing Physical Literacy (PL) in children is considered a promising concept for establishing active lifestyle habits; yet research evidence is scarce. This study aimed at comprehensively assessing PL in 8-12-year-old Greek children. For that purpose, the Canadian Assessment of Physical Literacy (CAPL-2) was administered to 715 children (M age = 10.2, SD = 1.3 years). Analyses of variance were applied on participants' total, domain and individual measures scores, examining potential gender and age differences; whereas, participants' classification and proportion across CAPL-2 interpretive categories were computed. Results revealed that there were no practically important differences (η2 < .14) between boys and girls or younger (grades 3 & 4) and older children (grades 5 & 6). Greek children presented insufficient levels of PL (their total score classified them into "progressing" PL level). CAPL-2 domains and individual measures scores showed that participants were highly motivated and felt confident to participate in physical activity (PA); however, they exhibited low PA as well as unsatisfactory physical competence, knowledge, and understanding to value and take responsibility for engagement in PA. Although further research is needed for a comprehensive picture of PL correlates, our findings highlight the need for providing Greek children with ample opportunities to enhance their PL.
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Affiliation(s)
- Vasiliki Kaioglou
- School of Physical Education & Sport Science, National & Kapodistrian University of Athens, Dafni, Greece
| | - Aspasia Dania
- School of Physical Education & Sport Science, National & Kapodistrian University of Athens, Dafni, Greece
| | - Fotini Venetsanou
- School of Physical Education & Sport Science, National & Kapodistrian University of Athens, Dafni, Greece
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Gao Z, Zeng N, Pope ZC, Wang R, Yu F. Effects of exergaming on motor skill competence, perceived competence, and physical activity in preschool children. JOURNAL OF SPORT AND HEALTH SCIENCE 2019; 8:106-113. [PMID: 30997256 PMCID: PMC6450920 DOI: 10.1016/j.jshs.2018.12.001] [Citation(s) in RCA: 46] [Impact Index Per Article: 9.2] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/24/2018] [Revised: 09/24/2018] [Accepted: 10/06/2018] [Indexed: 05/09/2023]
Abstract
BACKGROUND Few school settings offer opportunities for preschool children to engage in structured physical activity, and only a few studies have been conducted examining exergaming's effectiveness on health outcomes in this age group. This study's purpose, therefore, was to examine a school-based exergaming intervention's effect on preschool children's perceived competence (PC), motor skill competence (MSC), and physical activity versus usual care (recess), as well as to examine gender differences for these outcomes. METHODS A total of 65 preschool children from 2 underserved urban schools were assigned to 1 of 2 conditions, with the school as the experimental unit: (1) usual care recess group (8 weeks of 100min of recess/week (5 days × 20 min)) and (2) exergaming intervention group (8 weeks of 100min of exergaming/week (5 days × 20 min) at school). All children underwent identical assessments of PC, MSC, and moderate-to-vigorous physical activity (MVPA) at baseline and at the end of the 8th week. RESULTS A significant Group × Time effect was observed for MVPA, F(1, 52) = 4.37, p = 0.04, η p 2 = 0.04, but not for PC, F(1, 52) = 0.83, p = 0.37, η p 2 = 0.02, or MSC, F(1, 52) = 0.02, p = 0.88, η p 2 = 0.00. Specifically, the intervention children displayed significantly greater increased MVPA after 8weeks than the comparison children. Additionally, there was a significant time effect for MSC, F(1, 52) = 15.61, p < 0.01, η p 2 = 0.23, and gender effect for MVPA, F(1, 52) = 5.06, p = 0.02, η p 2 = 0.09. Although all preschoolers' MSC improved across time, boys demonstrated greater MVPA than girls at both time points. CONCLUSION Exergaming showed a positive effect in promoting preschool children's MVPA at school and has the potential to enhance PC and MSC. More research with larger sample sizes and longer study durations are warranted.
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Affiliation(s)
- Zan Gao
- School of Kinesiology, University of Minnesota-Twin Cities, Minneapolis, MN 55455, USA
| | - Nan Zeng
- Department of Food Science and Human Nutrition, Colorado State University, Fort Collins, CO 80523, USA
| | - Zachary C. Pope
- School of Public Health, University of Minnesota-Twin Cities, Minneapolis, MN 55455, USA
| | - Ru Wang
- School of Kinesiology, Key Laboratory of Exercise and Health Sciences of Ministry of Education, Shanghai University of Sport, Shanghai 200438, China
| | - Fang Yu
- School of Nursing, University of Minnesota-Twin Cities, Minneapolis, MN 55455, USA
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van den Berg V, Vos EE, de Groot RHM, Singh AS, Chinapaw MJM. Untapped Resources: 10- to 13-Year-Old Primary Schoolchildren's Views on Additional Physical Activity in the School Setting: A Focus Group Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2018; 15:ijerph15122713. [PMID: 30513783 PMCID: PMC6313416 DOI: 10.3390/ijerph15122713] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 10/26/2018] [Revised: 11/24/2018] [Accepted: 11/28/2018] [Indexed: 11/16/2022]
Abstract
Schools are considered ideal venues to promote physical activity (PA) in children. However, a knowledge gap exists on how to adequately integrate PA into the school day and in particular, on the preferences of children regarding additional PA in school. Therefore, the aim of our qualitative study was to gain comprehensive insight into 10⁻13-year-old primary schoolchildren's perspectives on how to increase PA in the school setting. We conducted nine focus groups (32 girls and 20 boys) with children attending the final two grades of primary school in the Netherlands. We used inductive thematic analysis to analyze the data. The results showed that children were enthusiastic about additional PA in school. Children suggested various ways to increase PA, including more time for PA in the existing curriculum, e.g., physical education (PE), recess, and occasional activities, such as field trips or sports days; school playground adaptation; improving the content of PE; and implementing short PA breaks and physically active academic lessons. Children emphasized variation and being given a voice in their PA participation as a prerequisite to keep PA enjoyable and interesting in the long term. Finally, children mentioned the role of the teacher and making efforts to accommodate all children and their different preferences as important. Children have concrete ideas, acknowledging the challenges that accompany integrating additional PA in school. We therefore recommend actively involving children in efforts to increase school-based PA and to make "additional PA in school" a shared project of teachers and students.
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Affiliation(s)
- Vera van den Berg
- Amsterdam UMC, Amsterdam Public Health, Department of Public and Occupational Health, Vrije Universiteit Amsterdam, de Boelelaan 1117, Amsterdam, The Netherlands.
| | - Eline E Vos
- Amsterdam UMC, Amsterdam Public Health, Department of Public and Occupational Health, Vrije Universiteit Amsterdam, de Boelelaan 1117, Amsterdam, The Netherlands.
| | - Renate H M de Groot
- Welten Institute-Research Centre for Learning, Teaching and Technology, Open University of the Netherlands, 6419 AT, Heerlen, The Netherlands.
- Department of Complex Genetics, School for Nutrition, Toxicology and Metabolism/Faculty of Health, Medicine and Life Sciences, Maastricht University, 6200 MD, Maastricht, The Netherlands.
| | - Amika S Singh
- Amsterdam UMC, Amsterdam Public Health, Department of Public and Occupational Health, Vrije Universiteit Amsterdam, de Boelelaan 1117, Amsterdam, The Netherlands.
| | - Mai J M Chinapaw
- Amsterdam UMC, Amsterdam Public Health, Department of Public and Occupational Health, Vrije Universiteit Amsterdam, de Boelelaan 1117, Amsterdam, The Netherlands.
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Mayorga-Vega D, Viciana J. Adolescents' physical activity in physical education, school recess, and extra-curricular sport by motivational profiles. Percept Mot Skills 2014; 118:663-79. [PMID: 25068739 DOI: 10.2466/06.10.pms.118k26w0] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
The main purpose of this study was to evaluate the differences in adolescents´ objective physical activity levels and perceived effort in physical education, school recess, and extra-curricular organized sport by motivational profiles in physical education. A sample of 102 students 11-16 yr. old completed a self-report questionnaire assessing self-determined motivation toward physical education. Subsequently, students' objective physical activity levels (steps/min., METs, and moderate-to-vigorous physical activity) and perceived effort were evaluated for each situation. Cluster analysis identified a two-cluster structure: "Moderate motivation toward physical education profile" and "High motivation toward physical education profile." Adolescents in the second cluster had higher physical activity and perceived effort values than adolescents in the first cluster, except for METs and moderate-to-vigorous physical activity in extra-curricular sport. These results support the importance of physical education teachers who should promote self-determined motivation toward physical education so that students can reach the recommended physical activity levels.
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Future Intent to Run and Running Performance of Students Exposed to a Traditional versus an Autonomy Supportive Motivational Running Program. PSYCHIATRY JOURNAL 2013; 2013:471657. [PMID: 24236280 PMCID: PMC3820044 DOI: 10.1155/2013/471657] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/19/2013] [Revised: 02/26/2013] [Accepted: 03/03/2013] [Indexed: 11/21/2022]
Abstract
Background. The study's primary purpose was to investigate whether an autonomy supportive motivational climate in a running program would increase future running intent among high school students. A secondary purpose was to examine whether the program would increase individual performance in the Cooper 12-minute run. Methods. Students participated in a 4-month running intervention program which included four timed runs, one per month, and a future intent questionnaire prior to the start of the timed runs and following the last run. Results. Factorial repeated measures ANOVA revealed significance regarding future intent (P = .026) at both schools. Factorial repeated measures ANOVA indicated differences between the runs at both schools (P < .001). Paired samples t-tests were conducted to look at significance with paired runs. Results revealed significance in two of the six pairs at the treatment school, notably between the first and last timed runs (P = .004). Only one pair was found to be significant (P < .001) with the control school. Conclusion. At both schools, the overall number of laps increased as well as future intent to run scores. The results do not support evidence of a greater effect from the autonomy supportive environment over a traditional environment.
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Pannekoek L, Piek JP, Hagger MS. Motivation for physical activity in children: a moving matter in need for study. Hum Mov Sci 2013; 32:1097-115. [PMID: 24100193 DOI: 10.1016/j.humov.2013.08.004] [Citation(s) in RCA: 20] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/09/2012] [Revised: 07/24/2013] [Accepted: 08/07/2013] [Indexed: 12/18/2022]
Abstract
Motivation for physical activity in children below the age of 12 years is a largely underrepresented issue in contemporary research. Although engagement in sufficient physical activity is highly important for children's current and later health, relatively little is known of the factors that motivate children to be physically active. Various theories have been developed in an attempt to explain motivation toward physical activity in adults. Recent developments have focussed on integrating constructs of these theories in order to attain a comprehensive account of motivated behavior. The relationships between different motivational constructs have generally been investigated in healthy adolescents and adults. This manuscript outlines why more theoretically driven research into children's motivation toward physical activity is needed. Constructs stemming from various motivational theories and their interrelationship as evidenced in youth and adults will be summarized. The current state of research on the applicability of these motivational constructs to children, and the generalizability of the interrelationship between the constructs to child samples will be outlined. A deeper insight into the motivational determinants of physical activity participation in children could inform the design of interventions to facilitate the development of physically active lifestyles that persist at older ages.
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Affiliation(s)
- Linda Pannekoek
- Curtin University, School of Psychology and Speech Pathology, Building 603, 6 Sarich Way Technology Park, Bentley, Perth, WA 6102, Australia.
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Gao Z, Xiang P, Lochbaum M, Guan J. The impact of achievement goals on cardiorespiratory fitness: does self-efficacy make a difference? RESEARCH QUARTERLY FOR EXERCISE AND SPORT 2013; 84:313-322. [PMID: 24261010 DOI: 10.1080/02701367.2013.814908] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/02/2023]
Abstract
PURPOSE The relationships among students' self-efficacy, 2 x 2 achievement goals (mastery-approach [MAp], mastery-avoidance [MAv], performance-approach [PAp], and performance-avoidance goals), and achievement performance remain largely unanswered. We tested a model of the mediating role of self-efficacy on the relationship between 2 x 2 achievement goals and cardiorespiratory fitness METHOD A sample of 276 middle school students (115 boys and 161 girls; 91 sixth graders, 87 seventh graders, and 98 eighth graders), aged 12 to 15 years (Mage = 13.34, SD = 0.96), responded to the Achievement Goals Questionnaire (Conroy, Elliot, & Hofer, 2003) and Self-Efficacy Questionnaire (Gao, Newton, & Carson, 2008) referenced to the fitness test. Their cardiorespiratory fitness was assessed via the Progressive Aerobic Cardiorespiratory Endurance Run (PACER) 3 days later. RESULTS Structural equation modeling demonstrated an acceptable model fit to the data, Chi2 (2, N = 105) = 1.66. Self-efficacy had a statistically significant direct effect on the PACER after controlling for the effects of the achievement goals (gamma(self-efficacy))-PACER = .21). MAv and PAp also had direct effects on PACER performance (gammaMAv-PACER = -.24, and gammaPAp-PACER = .24, respectively). MAp failed to exert direct effect on the PACER. However, the indirect effect of MAp on the PACER via self-efficacy was small although it was statistically significant. Additionally, the indirect effects of MAv and PAp on PACER through self-efficacy were not significant. CONCLUSIONS Students' self-efficacy fully mediated the effect of MAp on fitness performance, as well as partially mediated the effects of MAv and PAp on cardiorespiratory fitness performance. Study implications are provided for educators and practitioners.
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Affiliation(s)
- Zan Gao
- School of Kinesiology, University of Minnesota, Minneapolis, MN 55455, USA.
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Shen B. Outside-school physical activity participation and motivation in physical education. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2012; 84:40-57. [PMID: 24547753 DOI: 10.1111/bjep.12004] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/05/2011] [Accepted: 06/20/2012] [Indexed: 11/29/2022]
Abstract
BACKGROUND Experience in non-school contexts can shape and reshape students' motivation and mediate their learning in school. Outside-school physical activity may provide students with an extensive cognitive and affective foundation and influence their motivation in physical education. Although a trans-contextual effect of physical education has been explored, very little empirical research has examined the impact from outside-school context to physical education. AIMS Using self-determination theory and a hierarchical model of motivation, this study was designed to examine the association between participation in organized outside-school physical activity programmes and self-determination process in physical education. SAMPLE Participants included 545 9th graders (305 males and 240 females, age range = 14-16 years, mean age = 14.66 years) enrolled in required physical education classes in three suburban high schools in a large Midwest metropolitan area in the United States. METHODS Self-determination variables were measured using relevant instruments, and information on organized outside-school physical activity experiences was gathered in a survey. Structural equation modelling analyses were conducted. RESULTS Students who participated in organized outside-school physical activity programmes displayed overall higher motivation; however, the strength of associations among the self-determination variables (i.e., pathways from perceived autonomy support to relatedness, from autonomy to competence, and from self-determined motivation to in-class physical activity engagement) was stronger for their non-participant counterparts. CONCLUSION There are dynamic relationships between participation in organized outside-school physical activity programmes and self-determination process in physical education. Physical educators need to identify, appreciate, and instructionally address individual students' differences during teaching and learning.
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Affiliation(s)
- Bo Shen
- Division of Kinesiology, Health, and Sport Studies, Wayne State University, Detroit, Michigan, USA
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Gao Z. Urban Latino school children's physical activity correlates and daily physical activity participation: A social cognitive approach. PSYCHOL HEALTH MED 2012; 17:542-50. [DOI: 10.1080/13548506.2011.647699] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/14/2022]
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Abstract
This study investigated gender, age group and locality differences in adolescent athletes' self-determination motivation and goal orientations in track and field. It also examined the relationship between the self-determination theory and achievement goal theory. A total of 632 (349 boys, 283 girls) adolescent athletes (aged 13-18 years) completed the Sports Motivation Scale and Task and Ego Orientation in Sport Questionnaire. Results indicated significant differences between gender on intrinsic motivation, extrinsic motivation, amotivation (t(630) = 4.10, p < 0.05) and ego orientation (t(630) = 2.48, p < 0.05). Male students reported higher intrinsic motivation, extrinsic motivation, amotivation and ego orientation. A significant difference was found between age groups on task orientation (t(630) = 1.94, p < 0.05) and locality on ego orientation (t(630) = 1.94, p < 0.05). Older athletes showed significantly higher task orientation. Rural athletes had higher ego orientation whereas urban athletes have higher intrinsic motivation. Task orientation was related to intrinsic motivation (r = 0.55, p < 0.01), extrinsic motivation (r = 0.55, p < 0.01), but weakly related to amotivation (r = 0.10, p < 0.01). Ego orientation was related to intrinsic motivation (r = 0.30, p < 0.01), extrinsic motivation (r = 0.36, p < 0.01) and amotivaion (r = 0.36, p < 0.01). Task orientation was related to ego orientation (r = 0.29, p < 0.01). Multiple regression analysis showed intrinsic motivation, extrinsic motivation and amotivation accounted for 30.5% of the variances in task orientation.
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Barkoukis V, Koidou E, Tsorbatzoudis H. Effects of a motivational climate intervention on state anxiety, self-efficacy, and skill development in physical education. Eur J Sport Sci 2010. [DOI: 10.1080/17461390903426634] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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Chin NS, Khoo S, Low WY. Sex, Age Group and Locality Differences in Adolescent Athletes' Beliefs, Values and Goal Orientation in Track and Field. J Exerc Sci Fit 2009. [DOI: 10.1016/s1728-869x(09)60014-9] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022] Open
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Sicilia Camacho A, Moreno Murcia JA, Rojas Tejada AJ. Motivational profiles and flow in physical education lessons. Percept Mot Skills 2008; 106:473-94. [PMID: 18556903 DOI: 10.2466/pms.106.2.473-494] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
The purpose of this study was to use cluster analysis to identify differences in goal orientation and motivational climate profiles among students in physical education classes as well as differences among the observed clusters on perceived flow experiences. 983 students of 14- to 15-yr.-olds (M = 14.8 yr., SD = 0.91) from a large Spanish metropolitan school district were participants and completed questionnaires assessing goal orientations, motivational climates, and perceived flow. Analysis showed three distinct clusters with 40.3% of the sample with a High Motivation cluster, 27.6% in a Low Motivation cluster, and 32.2% in a Mastery Motivation cluster. These three clusters differed significantly in ratings of perceived flow. Clusters also showed different composition by sex. Implications of these results with regard to instruction in physical education classes are discussed.
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Valentini NC, Rudisill ME. Goal orientation and mastery climate: a review of contemporary research and insights to intervention. ESTUDOS DE PSICOLOGIA (CAMPINAS) 2006. [DOI: 10.1590/s0103-166x2006000200006] [Citation(s) in RCA: 14] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/03/2023] Open
Abstract
This manuscript is a review of human achievement motivational theory, that emphases goal orientation and mastery climates. Specifically, it provides an overview of goal orientation researches and discusses how much the implementation of motivational climates in learning settings affects children and adolescents' psychological and behavioral responses. The manuscript concludes with further discussion about researches in this field, and emphases the in learning environments practical application.
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Xiang P, McBride RE, Bruene A. Fourth-grade students' motivational changes in an elementary physical education running program. RESEARCH QUARTERLY FOR EXERCISE AND SPORT 2006; 77:195-207. [PMID: 16898276 DOI: 10.1080/02701367.2006.10599354] [Citation(s) in RCA: 15] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/11/2023]
Abstract
Achievement goal theory and the expectancy-value model of achievement choice were used to examine fourth-grade students' motivational changes in an elementary physical education running program. In fall and spring of the school year, participants (N = 113; 66 boys, 47 girls) completed questionnaires assessing achievement goals, expectancy beliefs, subjective task values, and intention for future running participation. They also completed a timed 1-mile (1.6 km) run. The number of laps they ran/walked during the school year was used to assess students' persistence/effort. Results indicated the students improved their run but became less motivated about running while participating in a year-long running program. Children's beliefs about how good they were in the running program (i.e., expectancy beliefs) and their perceptions of how interesting and fun it was (i.e., interest) emerged as the strongest positive predictors of their motivation for running over time. These findings provide strong empirical evidence that expectancy beliefs and interest are essential to children's motivation in elementary physical education.
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Affiliation(s)
- Ping Xiang
- Department of Health and Kinesiology, Texas A&M University, College Station 77843-4243, USA.
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Lee AM, Solmon MA. Pedagogy research through the years in RQES. RESEARCH QUARTERLY FOR EXERCISE AND SPORT 2005; 76:S108-21. [PMID: 16122134 DOI: 10.1080/02701367.2005.10599293] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/04/2023]
Abstract
This paper examines the growth in research on teaching, curriculum, and teacher education in Research Quarterly for Exercise and Sport, describing how this body of work has evolved over the past 75 years. The research stream progressed from "expert" discourses about what physical education should be to scientific approaches that have generated a body of knowledge based on evidence rather than beliefs. Investigations focused on the teaching and learning process have evolved to provide research-based benchmarks for designing teacher education programs and evaluating instruction as well as informing effective teaching practice. We advocate for a broad view of pedagogy and argue that pedagogical researchers can make an important contribution to efforts to increase levels of physical activity through interdisciplinary projects.
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Affiliation(s)
- Amelia M Lee
- Department of Kinesiology, Louisiana State University, Baton Rouge, LA 70803, USA.
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Weiss MR, Gill DL. What goes around comes around: re-emerging themes in sport and exercise psychology. RESEARCH QUARTERLY FOR EXERCISE AND SPORT 2005; 76:S71-87. [PMID: 16122132 DOI: 10.1080/02701367.2005.10599291] [Citation(s) in RCA: 13] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/04/2023]
Abstract
Sport and exercise psychology research appearing in Research Quarterly for Exercise and Sport (RQES) over the past 75 years can be characterized by re-emerging themes-hot topics in the 1930s remain hot topics now. Re-emerging themes include sportsmanship/moral development, social development/significant others, self-perceptions, attitudes/motivation, modeling/observational learning, emotion/arousal/anxiety, competition/achievement orientations, and gender roles. Although research paradigms and methodologies have changed, these topics have endured. We also identified dominant emergent themes appearing in RQES over the last 25 years: measurement development and validation; physical activity adoption and adherence; and multidisciplinary approaches to psychological issues. Given the many specialty journals and trends toward integrating models and methods from multiple disciplines, we suggest that RQES adopt a multidisciplinary focus for research in the field of kinesiology.
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Affiliation(s)
- Maureen R Weiss
- Department of Human Services, Curry School of Education, University of Virginia, Charlottesville, VA 22093-4407, USA.
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