scholarly journals Underserved Adolescent Girls’ Physical Activity Intentions and Behaviors: Relationships with the Motivational Climate and Perceived Competence in Physical Education

2013 ◽  
Vol 03 (02) ◽  
pp. 103-110 ◽  
Author(s):  
Alex C. Garn ◽  
Nate McCaughtry ◽  
Bo Shen ◽  
Jeffrey Martin ◽  
Mariane Fahlman
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Adolescent Girls ◽  
Perceived Competence ◽  
Motivational Climate ◽  
And Behaviors

Motivational Climate in Physical Education, Achievement Motivation, and Physical Activity: A Latent Interaction Model

2019 ◽  
Vol 38 (4) ◽  
pp. 305-315 ◽  
Author(s):  
Stéphanie Girard ◽  
Jérôme St-Amand ◽  
Roch Chouinard
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Physical Education ◽  
Leisure Time ◽  
Leisure Time Physical Activity ◽  
Perceived Competence ◽  
Motivational Climate ◽  
School Students ◽  
Mastery Goals

Purpose: To assess if high school students’ leisure-time physical activity is predicted by their perception of the motivational climate, their perceived competence, and their achievement goals in physical education (PE) and if these variables interact with each other.Methods: A sample of 843 high school students completed self-reported questionnaires in the middle and at the end of the school year. The data were analyzed by structural equation modeling and latent moderated structural equations.Results: Leisure-time physical activity was positively predicted by students’ performance-approach goals and perceived competence in PE and by the interaction between their perceived competence and their adoption of mastery goals.Discussion/Conclusion: Only individual variables in PE were related to leisure-time physical activity. The significant interaction effect between students’ mastery goals and perceived competence in PE suggests that teachers need to foster students’ perceptions of competence. The authors therefore discuss the scope of the results with regard to pedagogical practices.

scholarly journals Autonomy support, motivational climate, enjoyment and perceived competence in physical education: Impact of a hybrid teaching games for understanding/sport education unit

2018 ◽  
Vol 26 (1) ◽  
pp. 36-53 ◽  
Author(s):  
Alexander Gil-Arias ◽  
Fernando Claver ◽  
Alba Práxedes ◽  
Fernando Del Villar ◽  
Stephen Harvey
Keyword(s):  
Physical Education ◽  
Direct Instruction ◽  
Autonomy Support ◽  
Perceived Competence ◽  
Motivational Climate ◽  
Sport Education ◽  
Teaching Games For Understanding ◽  
Hybrid Teaching ◽  
The Impact ◽  
Instruction Model

The purpose of the study was to investigate the impact of a hybrid teaching games for understanding (TGfU) and sport education (SE) physical education unit on autonomy support, perceived motivational climate, enjoyment and perceived competence, in comparison to a unit delivered via a traditional direct instruction model. A crossover design was utilized. Participants were 55 students divided into two groups. One group experienced a hybrid TGfU/SE unit first, followed by a unit of direct instruction. A second group experienced the units in the opposite order. The hybrid unit was designed according to the characteristics of SE (e.g. formal competition, seasons, team identity, roles, etc.) and learning tasks were designed to integrate the pedagogical principles of TGfU. Dependent variables were measured using validated questionnaires. Results showed that regardless of the order of intervention, students in the two groups reported significantly higher mean scores in interest in athletes’ input, praise for autonomous behavior, perceived competence, and enjoyment when they were taught using the hybrid TGfU/SE unit. The results demonstrate some initial evidence that a teacher’s employment of a hybrid TGfU/SE unit can encourage students to assume responsibilities and make independent decisions, which leads to them reporting greater enjoyment and perceived competence when compared to physical education lessons delivered via a traditional direct instruction model.

scholarly journals Association between Motivational Climate, Adherence to Mediterranean Diet, and Levels of Physical Activity in Physical Education Students

2019 ◽  
Vol 9 (4) ◽  
pp. 37 ◽  
Author(s):  
González-Valero ◽  
Ubago-Jiménez ◽  
Ramírez-Granizo ◽  
Puertas-Molero
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Mediterranean Diet ◽  
Motivational Climate ◽  
Social Recognition ◽  
Physical Education Teachers ◽  
Cross Sectional ◽  
Healthy Habits ◽  
Active Lifestyles ◽  
Perceived Motivational Climate

Physical Education is an essential educational area to develop physical-healthy habits and motivational orientations, which are fundamental to guide the situation of future Physical Education teachers. These professionals will have a fundamental role in teaching different types of motivations, active lifestyles, and healthy habits in youths. For this reason, the objective of the study is to know the association between motivational climate, adherence to the Mediterranean diet (MD), and the practice of physical activity in future Physical Education teachers. A cross-sectional and nonexperimental study was carried out using a single measurement within a single group. The sample consisted of 775 university students from the cities of Andalusia (Spain). Motivational climate was evaluated through the Perceived Motivational Climate in Sport Questionnaire (PMCSQ-2), levels of physical activity were evaluated through the adolescent version of the Physical Activity Questionnaire (PAQ-A), and level of adherence to the MD was assessed through Mediterranean Diet Quality Index (KIDMED). On one hand, the healthy and self-improvement component promoted by physical activity favors an orientation focused on process and learning. Likewise, the competitive component is key to motivation focused on product and social recognition. In addition, future Physical Education teachers should pay special attention to the unequal recognition among members that physical activity can generate, in order to avoid personal disregard and social rejection. The ego climate is related to a high adherence to the MD. On the other hand, the future Physical Education teachers who manifest motivational processes based on fun and their own satisfaction have low levels of adherence to the MD.

Perceived Competence and Enjoyment in Predicting Students' Physical Activity and Cardiorespiratory Fitness

2008 ◽  
Vol 107 (2) ◽  
pp. 365-372 ◽  
Author(s):  
Zan Gao
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Cardiorespiratory Fitness ◽  
Perceived Competence ◽  
Regression Analyses ◽  
Significant Variance ◽  
Significant Contributor ◽  
Cardiovascular Endurance ◽  
Educational Implications ◽  
Predictive Strength

This study investigated the predictive strength of perceived competence and enjoyment on students' physical activity and cardiorespiratory fitness in physical education classes. Participants ( N = 307; 101 in Grade 6, 96 in Grade 7, 110 in Grade 8; 149 boys, 158 girls) responded to questionnaires assessing perceived competence and enjoyment of physical education, then their cardiorespiratory fitness was assessed on the Progressive Aerobic Cardiovascular Endurance Run (PACER) test. Physical activity in one class was estimated via pedometers. Regression analyses showed enjoyment ( R2 = 16.5) and perceived competence ( R2 = 4.2) accounted for significant variance of only 20.7% of physical activity and, perceived competence was the only significant contributor to cardiorespiratory fitness performance ( R2 = 19.3%). Only a small amount of variance here leaves 80% unaccounted for. Some educational implications and areas for research are mentioned.

scholarly journals 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

2020 ◽  
Vol 17 (16) ◽  
pp. 5885 ◽  
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.

scholarly journals Using School-Level Interviews to Develop a Multisite PE Intervention Program

2006 ◽  
Vol 33 (1) ◽  
pp. 52-65 ◽  
Author(s):  
Stacey G. Moe ◽  
Julie Pickrel ◽  
Thomas L. McKenzie ◽  
Patricia K. Strikmiller ◽  
Derek Coombs ◽  
...  
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Middle Schools ◽  
Adolescent Girls ◽  
Intervention Program ◽  
Physical Activity Intervention ◽  
Phase 1 ◽  
The United States ◽  
Formative Research ◽  
School Level

The Trial of Activity for Adolescent Girls (TAAG) is a randomized, multicenter field trial in middle schools that aims to reduce the decline of physical activity in adolescent girls. To inform the development of the TAAG intervention, two phases of formative research are conducted to gain information on school structure and environment and on the conduct of physical education classes. Principals and designated staff at 64 eligible middle schools were interviewed using the School Survey during Phase 1. The following year(Phase 2), physical education department heads of the 36 schools selected into TAAG were interviewed. Responses were examined to design a standardized, multicomponent physical activity intervention for six regions of the United States. This article describes the contribution of formative research to the development of the physical education intervention component and summarizes the alignment of current school policies and practices with national and state standards.

Perceptions of the Motivational Climate, Perceived Competence, and Participation Behaviors of Children with Movement Difficulties in Physical Education

2006 ◽  
Vol 23 (3) ◽  
pp. 293-309 ◽  
Author(s):  
Janice Causgrove Dunn ◽  
John G.H. Dunn
Keyword(s):  
Physical Education ◽  
Perceived Competence ◽  
Motivational Climate ◽  
Adaptive Behaviors ◽  
Hierarchical Regression ◽  
Maladaptive Behaviors ◽  
Regression Analyses ◽  
Movement Difficulties ◽  
Perceived Motivational Climate ◽  
A Performance

The main purpose of this study was to examine the relationships among perceived competence, perceived motivational climate, and participation behaviors of children with movement difficulties (MD) in physical education. Behaviors of 65 children with MD and 65 matched peers without MD from Grades 4-6 were observed and coded. A MANOVA revealed significant differences between the two groups in the proportions of adaptive and maladaptive behaviors. Hierarchical regression analyses indicated a tendency for participants with MD with higher self-reported perceptions of competence to spend proportionally more time engaged in adaptive behaviors and less time engaged in maladaptive behaviors. Significant interactions revealed that the effect of self-reported perceptions of a performance climate on participation was conditional upon perceived competence levels.

scholarly journals ‘Am I able? Is it worth it?’ Adolescent girls’ motivational predispositions to school physical education: Associations with health-enhancing physical activity

2012 ◽  
Vol 18 (2) ◽  
pp. 147-158 ◽  
Author(s):  
Stuart Fairclough ◽  
Toni Hilland ◽  
Gareth Stratton ◽  
Nicola Ridgers
Keyword(s):  
Physical Activity ◽  
Body Mass Index ◽  
Physical Education ◽  
Body Mass ◽  
Adolescent Girls ◽  
Hierarchical Regression ◽  
Older Children ◽  
Health Enhancing Physical Activity ◽  
Future School ◽  
Activity Questionnaire

The study purpose was to investigate predictive associations between adolescent girls’ motivational predispositions to physical education (PE) and habitual physical activity. Two hundred girls (age 13.1 ± 0.6 years) completed the Physical Education Predisposition Scale and the Physical Activity Questionnaire for Older Children. ANCOVAs revealed that girls with the highest Perceived PE Worth and Perceived PE Ability scores were the most habitually active groups ( p < .0001). Significant predictors of physical activity identified by hierarchical regression were Perceived PE Ability and body mass index, which accounted for 17% and 3% of variance, respectively. As Perceived PE Ability was strongly associated with physical activity, the correlates of this construct should be further established to inform future school and PE-based interventions.

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