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García-Cazorla J, Sevil-Serrano J, García-González L, Abós Á. A motivational training program for secondary physical education teachers based on the circumplex model: a study protocol of a randomised controlled trial. Front Public Health 2024; 12:1461630. [PMID: 39234092 PMCID: PMC11373569 DOI: 10.3389/fpubh.2024.1461630] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/08/2024] [Accepted: 07/25/2024] [Indexed: 09/06/2024] Open
Abstract
In most self-determination theory (SDT) research, improving (de)motivating teaching styles provides numerous benefits for students and teachers, although there is less evidence of the latter. Although the recent circumplex model provides a fine-grained picture of the different (de)motivating teaching styles (i.e., autonomy support, structure, control, and chaos) that physical education (PE) teachers can use in their lessons, no previous motivational training programs have been based on this model. Moreover, all SDT-training programs have been implemented through different group sessions, but individual sessions have not been delivered. This study outlines the protocol of a motivational training program, derived from the circumplex model, designed to enhance motivating teaching styles (and prevent or decrease demotivating teaching styles) among PE teachers. Consequently, this program seeks to improve motivational variables and influence (mal)adaptive outcomes in both teachers and students. A randomised controlled trial design with a mixed-method approach. At least 16 secondary PE teachers will be assigned to either an experimental group or a control group, together with some of their students. The training program comprises four face-to-face group sessions and two follow-up sessions (one individual and one group session). PE teachers will learn how to support autonomy and provide structure, as well as to be less controlling and chaotic towards students. Over approximately five months, teachers will implement these motivational strategies during their PE classes. Different (de)motivating teaching styles, motivational variables, and (mal)adaptive outcomes will be assessed in both PE teachers and their students at three distinct points: before the training program (T1), during the intervention (T2), and at the end of the intervention (T3). Additionally, two discussion groups involving all experimental PE teachers will be held (one following the training program and another at the end of the intervention). The results from this study could be useful for developing motivational training programs for in-service PE teachers. Clinical trial registration: ClinicalTrials.gov, identifier [NTC06479369].
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Affiliation(s)
- Javier García-Cazorla
- Department of Didactics of Musical, Plastic, and Body Expression, Faculty of Health and Sport Sciences, EFYPAF "Physical Education and Physical Activity Promotion" Research Group, University of Zaragoza, Huesca, Spain
| | - Javier Sevil-Serrano
- Department of Didactics of Musical, Plastic, and Body Expression, Faculty of Teaching Training, University of Extremadura, Cáceres, Spain
| | - Luis García-González
- Department of Didactics of Musical, Plastic, and Body Expression, Faculty of Health and Sport Sciences, EFYPAF "Physical Education and Physical Activity Promotion" Research Group, University of Zaragoza, Huesca, Spain
| | - Ángel Abós
- Department of Didactics of Musical, Plastic, and Body Expression, Faculty of Health and Sport Sciences, EFYPAF "Physical Education and Physical Activity Promotion" Research Group, University of Zaragoza, Huesca, Spain
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Kruse F, Büchel S, Brühwiler C. Dimensionality of instructional quality in physical education. Obtaining students' perceptions using bifactor exploratory structural equation modeling and multilevel confirmatory factor analysis. Front Psychol 2024; 15:1370407. [PMID: 39224697 PMCID: PMC11367638 DOI: 10.3389/fpsyg.2024.1370407] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/24/2024] [Accepted: 07/08/2024] [Indexed: 09/04/2024] Open
Abstract
Background In research on instructional quality, the generic model of the three basic dimensions is an established framework, which postulates that the three dimensions of classroom management, student support and cognitive activation represent quality characteristics of instruction that can be generalized across subjects. However, there are hardly any studies that examine if the three basic dimensions model could represent a suitable approach to measure instructional quality in physical education. Based on an extended model of the basic dimensions, a measurement model of instructional quality for physical education is presented, which integrates different theoretical approaches from the fields of educational and psychological research as well as different subfields of sports science in order to test the factorial structure of the corresponding measurement model. Methods 1,047 students from 72 seventh to ninth grade classes from different German-speaking Swiss cantons participated in the study. The conceptualization of the instrument is based on a hybrid approach that integrates generic and subject-specific characteristics. The simultaneous analysis at the individual and class level using MCFA was supplemented by more complex methodological techniques within the relatively new B-ESEM framework at the individual level. Results The postulated five-factor structure was initially tested using ICM-CFA and showed a good model fit (e.g., χ2/df = 2.32, RMSEA = 0.03, CFI = 0.97, TLI = 0.97, SRMR = 0.04). MCFA revealed a differential factorial structure at both levels of analysis with five factors at the individual level and four factors at the class level (e.g., χ2/df = 2.23, RMSEA = 0.03, CFI = 0.96, TLI = 0.96, SRMR within = 0.04, SRMR between = 0.10). ESEM and B-ESEM outperformed the ICM-CFA and showed an excellent model fit (B-ESEM: χ2/df = 1.19, RMSEA = 0.01, CFI = 1.00, TLI = 1.00, SRMR = 0.01). Inter-factor correlations and factor loadings are largely in line with expectations, indicating arguments for construct validity. Discussion The study represents a substantial contribution in linking physical education and the generic research on instructional quality. Overall, strong arguments for the factorial structure of the measurement model were demonstrated. The study can be interpreted as a first step in a multi-step procedure in terms of further validity arguments.
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Affiliation(s)
- Felix Kruse
- Institute of Physical Education, Sports and Health, St. Gallen University of Teacher Education, St. Gallen, Switzerland
| | - Sonja Büchel
- Institute of Education and Professional Studies, St. Gallen University of Teacher Education, St. Gallen, Switzerland
| | - Christian Brühwiler
- Vice-President’s Office for Research & Development, St. Gallen University of Teacher Education, St. Gallen, Switzerland
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Jankauskiene R, Balciuniene V, Rutkauskaite R, Pajaujiene S, Baceviciene M. Evaluating the Impact of the Nirvana Fitness and Functional Training Programs on Young Women's State Body Appreciation and Its Correlates. Healthcare (Basel) 2024; 12:1632. [PMID: 39201190 PMCID: PMC11353370 DOI: 10.3390/healthcare12161632] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/05/2024] [Revised: 08/13/2024] [Accepted: 08/14/2024] [Indexed: 09/02/2024] Open
Abstract
This study examined the effects of the Nirvana Fitness (NF) program on state body appreciation (BA) and its correlates, as well as the mechanisms that could explain these changes. The study participants were allocated to NF (n = 21) and functional training (control, n = 22) groups and participated in an 8-week exercise intervention. The mean age was 24.4 ± 6.7. The participants filled out online questionnaires on state measures of BA, body surveillance (BS), functionality appreciation, body-mind connection, mindfulness in physical activity (SMS-PA), intrinsic exercise motivation (IM), satisfaction of basic psychological needs, and perceived physical fitness (PPF) immediately after the first and last sessions. The results revealed a significant improvement in state BA and its correlates in both groups, with no changes in PPF in the NF group or IM in either group. An interaction between group and time effects was revealed in a change of relatedness, indicating a stronger effect in the NF group. Positive changes in SMS-PA, BS, and satisfaction of the need for relatedness significantly predicted improvement in state BA. These findings highlight the importance of targeting mindfulness, body surveillance, and relatedness during physical activity in interventions aimed at promoting positive body image in university-aged women.
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Affiliation(s)
- Rasa Jankauskiene
- Institute of Sport Science and Innovations, Lithuanian Sports University, 44221 Kaunas, Lithuania
| | - Vaiva Balciuniene
- Department of Physical and Social Education, Lithuanian Sports University, 44221 Kaunas, Lithuania; (V.B.); (R.R.); (M.B.)
| | - Renata Rutkauskaite
- Department of Physical and Social Education, Lithuanian Sports University, 44221 Kaunas, Lithuania; (V.B.); (R.R.); (M.B.)
| | - Simona Pajaujiene
- Department of Coaching Science, Lithuanian Sports University, 44221 Kaunas, Lithuania;
| | - Migle Baceviciene
- Department of Physical and Social Education, Lithuanian Sports University, 44221 Kaunas, Lithuania; (V.B.); (R.R.); (M.B.)
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Ocete Calvo C, Pérez‐Calzado E, Berástegui A, Franco Álvarez E. The role of motivation in shaping social inclusion of people with intellectual disabilities in physical-sports activity contexts. Eur J Sport Sci 2024; 24:1152-1161. [PMID: 38965684 PMCID: PMC11295094 DOI: 10.1002/ejsc.12165] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/16/2024] [Revised: 05/23/2024] [Accepted: 06/24/2024] [Indexed: 07/06/2024]
Abstract
The present study aims to test a model in which basic psychological needs (BPN) satisfaction in physical-sport activity contexts is associated with self-determined motivation, which, in turn, would predict the social inclusion of people with intellectual disabilities. A total of 286 people with intellectual disabilities (53.5% men) who reported engaging in physical-sport activities responded to a validated questionnaire about the satisfaction of their BPN, motivation (using the Self-determination index [SDI]), and social inclusion. A Pearson's bivariate correlation and structural equation modeling were conducted. The resulting model was reanalyzed in a multigroup analysis to test its invariance across self and proxy reports. Positive associations were found between the satisfaction of the BPN and the SDI. However, the SDI and social inclusion were positively associated only in proxy reports (βself = 0.07 vs. βproxy = 0.30). The tested model established positive relationships between the BPN and SDI in autonomy (βself = 0.21 vs. βproxy = 0.18), competence (βself = 0.47 vs. βproxy = 0.53), and relatedness (βself = 0.21 vs. βproxy = 0.23). Further research is needed to understand the factors leading to discrepancies between participants and proxies when relating the SDI to social inclusion in the context of physical-sport activity. However, the results obtained suggest that it would be optimal to develop contexts of practice for people with intellectual disabilities in which the satisfaction of their BPN is favored and that this has a positive impact on their motivation and social inclusion.
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Affiliation(s)
- Carmen Ocete Calvo
- Education, Research Methods and Evaluation DepartmentComillas Pontifical UniversityMadridSpain
| | - Elena Pérez‐Calzado
- Education, Research Methods and Evaluation DepartmentComillas Pontifical UniversityMadridSpain
| | - Ana Berástegui
- University Family InstituteComillas Pontifical UniversityMadridSpain
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Rutten JER, Heijligers E, Erkens P, Backhaus R, Hamers JPH, Verbeek H, Sion KYJ. Students' experiences with a hybrid learning environment in nursing homes: A qualitative study. Nurse Educ Pract 2024; 79:104078. [PMID: 39047456 DOI: 10.1016/j.nepr.2024.104078] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/17/2024] [Revised: 07/08/2024] [Accepted: 07/15/2024] [Indexed: 07/27/2024]
Abstract
AIM The aim of this study is to explore how students experience learning in a hybrid learning environment in a nursing home setting and their perceptions of relationship-centred care. BACKGROUND Nursing homes are undergoing a culture shift from task-centred care to person- and relationship-centred care, requiring a different approach to how nursing home staff work and are educated. Hybrid learning environments aim to educate professionals who continuously work on their professional development by integrating and merging learning and working to facilitate the culture shift. DESIGN An exploratory qualitative study design was used. The setting were nursing home wards organised according to a hybrid learning environment located in the Netherlands. Participants were students in two-year training for nurse assistants, three-year training for certified nurse assistants, or four-year training for vocationally trained registered nurses. Data were collected through semi-structured interviews and focus groups. Data were analysed using direct content analysis. RESULTS Analysis revealed three themes regarding how students experienced learning in the hybrid learning environment: 1) design of the learning process, 2) disconnection between working and learning and 3) learning resources. Regarding how learning in the hybrid learning environment influences students' perceptions of relationship-centred care analyses revealed two themes: 1) recognising the essence of relationship-centred care and 2) overstaffing and student-resident interaction. CONCLUSIONS The hybrid learning environment in a nursing home setting remains underdeveloped. By considering some improvement points (e.g., clarity of the role of work supervisor and students' awareness of learning while executing daily tasks), the hybrid learning environment can promote a shift from working task-centred to working relationship-centred. Additionally, students must grasp the essence of the concept of relationship-centred care and need support in developing reflection skills to provide it.
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Affiliation(s)
- Johanna E R Rutten
- Department of Health Services Research, Care and Public Health Research Institute, Maastricht University, Maastricht, the Netherlands; Living-Lab in Ageing and Long-Term Care, Maastricht University, Maastricht, the Netherlands.
| | - Elke Heijligers
- Department of Health Services Research, Care and Public Health Research Institute, Maastricht University, Maastricht, the Netherlands; Living-Lab in Ageing and Long-Term Care, Maastricht University, Maastricht, the Netherlands; Gilde Education, Vocational Education and Training Institute, Roermond, the Netherlands
| | - Petra Erkens
- Department of Health Services Research, Care and Public Health Research Institute, Maastricht University, Maastricht, the Netherlands; Living-Lab in Ageing and Long-Term Care, Maastricht University, Maastricht, the Netherlands
| | - Ramona Backhaus
- Department of Health Services Research, Care and Public Health Research Institute, Maastricht University, Maastricht, the Netherlands; Living-Lab in Ageing and Long-Term Care, Maastricht University, Maastricht, the Netherlands
| | - Jan P H Hamers
- Department of Health Services Research, Care and Public Health Research Institute, Maastricht University, Maastricht, the Netherlands; Living-Lab in Ageing and Long-Term Care, Maastricht University, Maastricht, the Netherlands
| | - Hilde Verbeek
- Department of Health Services Research, Care and Public Health Research Institute, Maastricht University, Maastricht, the Netherlands; Living-Lab in Ageing and Long-Term Care, Maastricht University, Maastricht, the Netherlands
| | - Katya Y J Sion
- Department of Health Services Research, Care and Public Health Research Institute, Maastricht University, Maastricht, the Netherlands; Living-Lab in Ageing and Long-Term Care, Maastricht University, Maastricht, the Netherlands
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Kruse F, Büchel S, Brühwiler C. Longitudinal effects of basic psychological need support on the development of intrinsic motivation and perceived competence in physical education. A multilevel study. Front Psychol 2024; 15:1393966. [PMID: 39035084 PMCID: PMC11259123 DOI: 10.3389/fpsyg.2024.1393966] [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: 02/29/2024] [Accepted: 06/10/2024] [Indexed: 07/23/2024] Open
Abstract
Background Grounded in self-determination theory, this article deals with a multidimensional measurement of the support of the basic psychological needs and the individual and combined effects on the development of intrinsic motivation and perceived competence in physical education. In addition to the supportive teacher behaviors of autonomy support, competence support and relatedness support, peer relatedness support is examined as an additional factor. Methods A total of 1,047 students from 72 classes from various German-speaking Swiss cantons took part in the study. The hypothesized four factorial structure was analyzed using multilevel confirmatory factor analyses. Longitudinal measurement invariance testing of intrinsic motivation and perceived competence indicates scalar measurement invariance. Multilevel regression analyses were specified to analysis the longitudinal effects on the development of intrinsic motivation and perceived competence, whereby both the effects of the individual factors as well as the adjusted effects under the inclusion of all predictors were examined. Results Results of multilevel confirmatory factor analysis indicate that the hypothesized four-factor model (e.g., CFI = 0.97; TLI = 0.96; RMSEA = 0.04; SRMR between = 0.11) is to be favored over alternative models at both levels. Regarding the prediction of the development of intrinsic motivation and perceived competence our study underlines the predictive value of basic psychological need support. The models that examine the effects of the individual predictors indicate that the effects are largely consistent with expectations at both the class and individual level. At class level, however, autonomy support appears to be no significant predictor for the development of intrinsic motivation (p < 0.10), but for perceived competence (p < 0.05). Peer relatedness support is a significant predictor for both outcome variables at both levels of analysis. Regarding the simultaneous integration of all predictors, only the effects of peer relatedness support remain significant for both outcome variables. Discussion The empirical support of the multidimensionality of the instrument is particularly interesting in the context of the common conceptualization of a unidimensional measurement of autonomy support or a composite factor of psychological need support, whereby only few studies have adequately tested the factorial validity. Although significant effects of supportive teacher behaviors can be demonstrated in the multilevel regression analyses, it is also indicated that the different dimensions lack of incremental predictive validity. Particularly noteworthy is the rarely investigated role of peer relatedness support, which has been shown to be a meaningful predictor, even when supportive teacher behaviors are taken into account.
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Affiliation(s)
- Felix Kruse
- Institute of Physical Education, Sports and Health, St. Gallen University of Teacher Education, St. Gallen, Switzerland
| | - Sonja Büchel
- Institute of Education and Professional Studies, St. Gallen University of Teacher Education, St. Gallen, Switzerland
| | - Christian Brühwiler
- Vice-President’s Office for Research and Development, St. Gallen University of Teacher Education, St. Gallen, Switzerland
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Jankauskiene R, Balciuniene V, Rutkauskaite R, Pajaujiene S, Baceviciene M. The effects of Nirvana fitness and functional training on the body appreciation of young women: non-randomized controlled trial. Front Psychol 2024; 15:1412259. [PMID: 39011281 PMCID: PMC11247536 DOI: 10.3389/fpsyg.2024.1412259] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/04/2024] [Accepted: 06/17/2024] [Indexed: 07/17/2024] Open
Abstract
Introduction Exercise is an important intervention used to improve body image. The present non-randomized controlled trial aimed to examine the effects of Nirvana Fitness (NF) and functional training (FT) on body appreciation and its correlates in young women. Methods Twenty-two students participated in FT, 21 in NF, and 47 in the control (CN) group. The mean age of the study participants was 22.79 ± 6.14 years. The FT and NF groups participated in sessions 2 days per week for 8 weeks, and the CN group did not participate in any sessions. All the participants were evaluated at pre- and post-intervention, filling in the Body Appreciation Scale 2 (BAS-2), Mind-Body Connection from the Physical Activity Body Experiences Questionnaire (PABEQ), Body Surveillance from the Objectified Body Consciousness Scale (OBCS), the Functionality Appreciation Scale (FAS), intrinsic exercise motivation from Behavioral Regulation in Exercise Questionnaire 2 (BREQ-2), and perceived physical fitness. Results Significant improvements were found in terms of all outcome measures in the FT group, and improvements of body and mind connection and body surveillance in the NF group, while no improvements were observed in the CN group. FT's effect on body appreciation appeared to operate through the improvement of the mind-body connection in the FT and NF groups and via decreased body surveillance in the FT group. Conclusion These findings support the developmental theory of embodiment and provide initial evidence that professionally delivered FT and NF might be used as effective strategies for the promotion of positive body image in young women.
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Affiliation(s)
- Rasa Jankauskiene
- Institute of Sport Science and Innovations, Lithuanian Sports University, Kaunas, Lithuania
| | - Vaiva Balciuniene
- Department of Physical and Social Education, Lithuanian Sports University, Kaunas, Lithuania
| | - Renata Rutkauskaite
- Department of Physical and Social Education, Lithuanian Sports University, Kaunas, Lithuania
| | - Simona Pajaujiene
- Department of Coaching Science, Lithuanian Sports University, Kaunas, Lithuania
| | - Migle Baceviciene
- Department of Physical and Social Education, Lithuanian Sports University, Kaunas, Lithuania
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Johnson NL, Steffensmeier KS, Garvin LA, Adamowicz JL, Obrecht AA, Rothmiller SJ, Sibenaller Z, Stout L, Driscoll MA, Hadlandsmyth K. "It Made Me Not Want to See him…": The Role of Patient-Provider Communication in Influencing Rural-Dwelling Women Veterans' Motivation to Seek Health Care for Managing Chronic Pain. HEALTH COMMUNICATION 2024; 39:1161-1174. [PMID: 37161286 DOI: 10.1080/10410236.2023.2207280] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/11/2023]
Abstract
Despite being high health care utilizers, many women Veterans perceive their pain condition to be poorly understood by their providers, which can be a strong demotivator for seeking care. We set out to understand the priorities rural-dwelling women Veterans have for using health care for their chronic pain, and interviewed participants about their experiences with (and priorities for seeking) health care for their chronic pain. Self-Determination Theory identifies three sources of motivation (autonomy, competence, relatedness), all of which were represented through two themes that reflect rural women Veterans' rationale for decision-making to obtain health care for chronic pain: role of trust and competing priorities. Women described their priorities for chronic pain management in terms of their competing priorities for work, education, and supporting their family, but most expressed a desire to function in their daily life and relationships. Second, women discussed the role of trust in their provider as a source of motivation, and the role of patient-provider communication skills and gender played in establishing trust. Rural women Veterans often discussed core values that stemmed from facets of their identity (e.g. gender, military training, ethnicity) that also influenced their decision-making. Our findings provide insight for how providers may use Motivational Interviewing and discuss chronic pain treatment options so that rural-dwelling women Veterans feel autonomous, competent, and understood in their decision-making about their chronic pain. We also discuss importance of acknowledging the effects of disenfranchising talk and perpetuating gendered stereotypes related to chronic pain and theoretical implications of this work.
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Affiliation(s)
- Nicole L Johnson
- Office of Rural Health, Veterans Rural Health Resource Center, Iowa City VA Health Care System
- Center for Access & Delivery Research and Evaluation, Iowa City VA Health Care System
| | - Kenda Stewart Steffensmeier
- Office of Rural Health, Veterans Rural Health Resource Center, Iowa City VA Health Care System
- Center for Access & Delivery Research and Evaluation, Iowa City VA Health Care System
| | | | - Jenna L Adamowicz
- Office of Rural Health, Veterans Rural Health Resource Center, Iowa City VA Health Care System
- Center for Access & Delivery Research and Evaluation, Iowa City VA Health Care System
- Department of Psychological and Brain Sciences, University of Iowa
| | - Ashlie A Obrecht
- Department of Primary Care, Veteran Affairs Central Iowa Health Care System
| | - Shamira J Rothmiller
- Office of Rural Health, Veterans Rural Health Resource Center, Iowa City VA Health Care System
- Center for Access & Delivery Research and Evaluation, Iowa City VA Health Care System
| | - Zita Sibenaller
- Department of Psychological and Brain Sciences, University of Iowa
| | - Lori Stout
- Department of Anesthesia, University of Iowa
| | - Mary A Driscoll
- Pain Research, Informatics, Multimorbidities, and Education Center, VA Connecticut Healthcare System
| | - Katherine Hadlandsmyth
- Office of Rural Health, Veterans Rural Health Resource Center, Iowa City VA Health Care System
- Center for Access & Delivery Research and Evaluation, Iowa City VA Health Care System
- Department of Anesthesia, University of Iowa
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Ge L, Li M, Ning C. Modern software and physical education: can online training enhance gym training? BMC MEDICAL EDUCATION 2024; 24:419. [PMID: 38637791 PMCID: PMC11027400 DOI: 10.1186/s12909-024-05345-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/26/2023] [Accepted: 03/25/2024] [Indexed: 04/20/2024]
Abstract
BACKGROUND This study discusses the effectiveness of a 12-week intervention aimed at improving squat jump and sprint performance among second-year sports students. METHODS The students were randomly divided into experimental (n = 89) and control (n = 92) groups. In addition to gym training, students of the experimental group also underwent online PE training. The students' performance in Squat Jumps, 30 m sprint, and Progressive Aerobic Cardiovascular Endurance Run (PACER), as well as their situational motivation, were assessed before and after the intervention. Furthermore, the students assessed their physical activity weekly using self-reports. RESULTS The implementation of online training has positively impacted intrinsic and identified motivation, as well as external regulation; however, it was less effective in reducing amotivation compared to traditional gym-based training. CONCLUSIONS The findings of the study contribute to the data synthesis on the expediency of using modern software in physical education.
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Affiliation(s)
- Linna Ge
- Institute of Physical Education, Yancheng Institute of Technology, Yancheng, Jiangsu, China
| | - Menglu Li
- Institute of Physical Education, Yancheng Institute of Technology, Yancheng, Jiangsu, China
| | - ChangFeng Ning
- Institute of Physical Education, Yancheng Institute of Technology, Yancheng, Jiangsu, China.
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Raedeke TD, Hayes M. Feasibility of Project Mentor: A Mentoring Program Based on Self-Determination Theory for Adolescents Classified as Overweight. RESEARCH QUARTERLY FOR EXERCISE AND SPORT 2024; 95:157-170. [PMID: 37036401 DOI: 10.1080/02701367.2023.2167912] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/20/2022] [Accepted: 12/14/2022] [Indexed: 06/19/2023]
Abstract
Purpose: This study examined the feasibility of Project Mentor, a mentoring program based on self-determination theory (SDT) for youth classified as overweight or obese. Methods: In Study 1, youth (N = 23) ranging from 12-18 years of age were randomly assigned to a mentoring intervention or wait-list control condition. Study 2 served as a replication sample and consisted of N = 38 youth who participated in the mentoring program. As part of a process evaluation, attendance and exercise heart rate were monitored to assess whether participants exercised at a moderate-to-vigorous level as intended. Mentees also rated whether mentors created a need-supportive environment. For outcome evaluation, basic need satisfaction, behavioral regulation, fitness, and body composition were assessed at pre, post, and follow-up. Results: Across both studies, participants attended over 80% of the exercise sessions and exercised at a moderate to vigorous intensity level. Mentees also perceived that mentors created a need-supportive environment. Post-test and follow-up basic need scores were higher than baseline values and autonomous motivation increased for mentoring program participants. Effect sizes were generally moderate to large in magnitude based on partial eta-squared and Cohen d. Aerobic fitness (i.e., Vo2peak) showed a moderate to large increase at post-test that was partially maintained at follow-up. Body composition changes were nonsignificant and small in magnitude. Participants in the wait-list control reported showed small changes or decreases across SDT related constructs, fitness, and body composition across both studies. Conclusions: Results across both studies support the feasibility of a mentoring program focused on CARE (competence, autonomy, relatedness, and enjoyment).
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He Q, Chen H, Mo X. Practical application of interactive AI technology based on visual analysis in professional system of physical education in universities. Heliyon 2024; 10:e24627. [PMID: 38318015 PMCID: PMC10839799 DOI: 10.1016/j.heliyon.2024.e24627] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/14/2023] [Revised: 01/10/2024] [Accepted: 01/11/2024] [Indexed: 02/07/2024] Open
Abstract
Currently, physical education teaching in universities tends to adopt the traditional model of one teacher for multiple students, which has high requirements for teachers and is difficult to consider students' strengths. On this basis, an interactive system has been established, including three modules: behavior information, user data collection, and behavior evaluation. Taking the 400 m running physical education teaching as an example, Kinectv2 was used to collect students' movements and contours while running, and ORB (Oriented FAST and Rotated BRIEF) feature extraction algorithm was used to extract students' movement features. After importing the data into the interactive system, students and teachers could view it in the system and provide guidance based on the students' actions. This article took 10 students as examples to test their performance changes in the 400 m running before and after systematic training. The results showed that the evaluation score after receiving systematic instruction increased by 6-7 s compared to the score without receiving instruction, with a significant change. This indicated that the interactive AI (artificial intelligence) system constructed in this article can play a significant role in sports teaching of 400 m running.
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Affiliation(s)
- Quantao He
- Sport School, Shenzhen University, Shenzhen 518000, Guangdong, China
| | - Haiping Chen
- Houhai Primary School Affiliated to ShenZhen University Education Group, Shenzhen 518000, Guangdong, China
| | - Xiaohe Mo
- Sports Institute, Yunnan Minzu University, Kunming 650031, Yunnan, China
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Hogue CM. An Ego-Involving Motivational Climate Can Trigger Inflammation, a Threat Appraisal, and Basic Psychological Need Frustration in an Achievement Context. JOURNAL OF SPORT & EXERCISE PSYCHOLOGY 2024; 46:34-49. [PMID: 38242101 DOI: 10.1123/jsep.2023-0104] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/27/2023] [Revised: 11/28/2023] [Accepted: 12/14/2023] [Indexed: 01/21/2024]
Abstract
In this experimental investigation, male college students (N = 56; Mage = 19.95 years) who did not yet know how to juggle were randomly assigned to a 30-min instructional juggling session with either a caring, task-involving climate or an ego-involving climate. An inflammatory response to psychosocial stress was assessed via salivary interleukin-6 prior to (t = 0) and following (t = +30, +45, +60 min) the session. Surveys were utilized to examine positive and negative affect prior to the session and affect, psychological needs, challenge and threat appraisals, and perceived ability to juggle following the session. This is the first investigation to show that ego-involving climates can trigger inflammation, along with maladaptive psychological responses. Participants in the caring, task-involving climate responded with greater psychological need satisfaction, resource evaluations, positive affect, and perceived juggling ability. This research suggests there may be important physiological consequences to ego-involving climates, in addition to concerning cognitive, affective, and behavioral responses.
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Deng A, Zarrett N, Sweeney AM. The mediating effects of motivation on the relations between occupational stress and physical activity among underresourced afterschool program staff. BMC Public Health 2024; 24:327. [PMID: 38291408 PMCID: PMC10826063 DOI: 10.1186/s12889-024-17800-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/27/2023] [Accepted: 01/18/2024] [Indexed: 02/01/2024] Open
Abstract
OBJECTIVE Guided by Self-Determination Theory, this study aimed to examine the potential mediating effects of autonomous and controlled motivations on physical activity (PA) experiences of afterschool program (ASP) staff with occupational stress. METHOD A total of 58 ASP staff provided full data. Staff occupational stress and self-determination motivations for PA were assessed. Participants' daily moderate-to-vigorous physical activity (MVPA) was measured using accelerometer wear. A path analysis was used to address the research purpose. RESULTS Occupational stress negatively and indirectly predicted daily MVPA which was mediated by controlled motivation (β = - 4.15, p <.05). Autonomous motivation directly and positively predicted daily MVPA across all types and levels of ASP staff occupational stress (β = 9.93, p =.01). CONCLUSIONS Autonomous motivation is a powerful predictor of staff PA levels despite the degree to which they experience stress. In contrast, controlled motivations are more vulnerable to occupational stress, and can lead to lower MVPA. TRIAL REGISTRATION Connect Through PLAY: A Staff-based Physical Activity Intervention for Middle School Youth (Connect). https://clinicaltrials.gov/ct2/show/NCT03732144 . Registered 11/06/2018. REGISTRATION NUMBER NCT03732144.
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Affiliation(s)
- Anqi Deng
- Behavioral Medicine Research Group, Department of Psychology, College of Arts and Sciences, University of South Carolina, 1330 Lady Street, Suite 400, 29201, Columbia, SC, USA.
| | - Nicole Zarrett
- Department of Psychology, University of South Carolina, Columbia, USA
| | - Allison M Sweeney
- Department of Biobehavioral and Nursing Science, College of Nursing, University of South Carolina, Columbia, USA
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Howard JL, Slemp GR, Wang X. Need Support and Need Thwarting: A Meta-Analysis of Autonomy, Competence, and Relatedness Supportive and Thwarting Behaviors in Student Populations. PERSONALITY AND SOCIAL PSYCHOLOGY BULLETIN 2024:1461672231225364. [PMID: 38291862 DOI: 10.1177/01461672231225364] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/01/2024]
Abstract
In this meta-analysis, we review the nomological networks of six need-supportive and need-thwarting categories, as defined by self-determination theory (SDT), and as they apply to students in educational contexts. We conducted a synthesis of 8693 correlations from 637 samples (N = 388,912). A total of 72 covariates were examined, resulting in 183 meta-analytic effects reported. Results indicate that teachers and parents who experience psychological need satisfaction and well-being are seen as more supportive. Supportive teacher behaviors correlated positively with a range of desired student outcomes, including performance, engagement, and well-being. Thwarting behaviors tended to display the opposite pattern. Our results are consistent with the theoretical expectations of SDT, yet questions remain concerning the incremental validity of these constructs. We highlight the need for further research on (a) factors that cause teachers to provide support and (b) the specific behaviors within each category to distinguish these categories and increase practical utility.
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Affiliation(s)
| | | | - Xiao Wang
- Renmin University of China, Beijing, China
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15
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Prado-Botana M, Carretero-García M, Varela-Garrote L, Fraguela-Vale R. Satisfaction of Basic Psychological Needs as Predictors of Motivation towards Physical Education in Primary Education: Influence of Gender and Physical Self-Concept. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:7186. [PMID: 38131737 PMCID: PMC10742693 DOI: 10.3390/ijerph20247186] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/30/2023] [Revised: 12/02/2023] [Accepted: 12/13/2023] [Indexed: 12/23/2023]
Abstract
The aims of this study are as follows: (a) to determine the level of physical self-concept, satisfaction with basic psychological needs (BNP), and motivation towards physical education (PE) among primary education school students; (b) to analyze the correlations between the different variables; to (c) identify gender differences in the studied variables; and (d) to examine the capacity of BPN, physical self-concept, and gender as predictors of different types of motivation towards PE. The sample comprises 474 primary school students (average age = 10.58; SD = 0.626) from four educational centers in A Coruña, Spain. A multivariable linear regression analysis was conducted to determine whether independent variables of BPN, gender, and physical self-concept can predict different types of motivation towards PE. The results show that satisfaction with the BPN of autonomy is significantly lower than the other two variables. Moreover, there is a positive and significant correlation between physical self-concept and satisfaction with BPN, as well as with intrinsic, identified, and introjected motivations. Boys outperform girls in physical self-concept, satisfaction with competence and socialization BPNs, and introjected, external, and amotivation motivations. The main conclusion is that BPNs solely forecast the most self-determined motivations (intrinsic and identified), have a restricted influence on introjected motivations, and do not predict external regulation or amotivation. Neither gender nor physical self-concept significantly contributes to predicting any motivation towards PE at these ages.
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Affiliation(s)
| | | | | | - Raúl Fraguela-Vale
- Specific Didactics Department, Research and Diagnostic Methods in Education, Education Faculty, University of A Coruña, 15001 Coruña, Spain; (M.P.-B.); (M.C.-G.); (L.V.-G.)
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16
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Hsu WT, Lin A, Shang IW. The Role of Novelty Satisfaction in Distance Physical Education During the COVID-19 Pandemic: A Self-Determination Theory Perspective. Psychol Rep 2023; 126:2924-2939. [PMID: 35532003 PMCID: PMC9082095 DOI: 10.1177/00332941221092655] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
Abstract
PURPOSE To better understand the role of novelty satisfaction in distance physical education (PE) during the COVID-19 pandemic, this study aimed to determine the relationships among students' novelty satisfaction, basic psychological needs satisfaction, autonomous motivation, effort, and enjoyment and to examine the mediating effects of autonomous motivation in the relationships between novelty satisfaction and effort and enjoyment. METHODS The participants were 332 undergraduate students from 10 PE classes. Structural equation modeling was used for data analysis. RESULTS Satisfaction of students' need for novelty and the three basic needs positively predicted autonomous motivation, which in turn positively predicted effort and enjoyment. The relationships between students' novelty satisfaction and their effort and enjoyment were mediated by autonomous motivation. CONCLUSION This study provides important insights into needs satisfaction and motivational underpinnings of outcomes in distance PE during the COVID-19 pandemic. We suggest that future studies develop novelty support strategies based on our findings.
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Affiliation(s)
- Wei-Ting Hsu
- Department of Physical Education and Kinesiology, National Dong Hwa University, Shoufeng, Taiwan
| | - Andy Lin
- Center of General Education, Fo Guang University, Jiaosi, Taiwan
| | - I-Wei Shang
- Department of Physical Education and Kinesiology, National Dong Hwa University, Shoufeng, Taiwan
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17
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Vermote B, Soenens B, Vansteenkiste M, Coenye J, Verschueren K, Beyers W. The how and the why of study choice processes in higher education: The role of parental involvement and the experience of having an authentic inner compass. J Adolesc 2023; 95:1749-1763. [PMID: 37690091 DOI: 10.1002/jad.12246] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/06/2023] [Revised: 08/29/2023] [Accepted: 08/30/2023] [Indexed: 09/12/2023]
Abstract
INTRODUCTION Late adolescents differ in the degree to which they are thoroughly engaged in the study choice process and in the degree to which their choices are autonomous in nature. This study examined the unique and interactive roles of (a) parental involvement in the study choice process and (b) late adolescents' sense of having an authentic inner compass (AIC) in predicting their study choice decision-making. METHOD A cross-sectional questionnaire study was conducted among 331 12th-grade adolescents from the Flemish part of Belgium (68.3% female; Mage = 18.04, SD = 0.48) in the spring of 2017 and 2018. RESULTS Results of the latent sum and difference models revealed that late adolescents experiencing a stronger AIC and more need-supportive parental involvement showed more engagement in and autonomous regulation of the study choice process. In contrast, when experiencing more controlling parental involvement or uninvolvement, late adolescents showed more controlled regulation, with parental control also being linked to less commitment. Although mothers were perceived to be more involved than fathers, maternal and paternal involvement were equally strongly related to the study choice tasks. CONCLUSION Overall, late adolescents' sense of having an AIC and parental involvement were related independently to the outcomes, with sense of having an AIC yielding the strongest associations.
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Affiliation(s)
- B Vermote
- Department of Developmental, Social, and Personality Psychology, Ghent University, Ghent, Belgium
| | - B Soenens
- Department of Developmental, Social, and Personality Psychology, Ghent University, Ghent, Belgium
| | - M Vansteenkiste
- Department of Developmental, Social, and Personality Psychology, Ghent University, Ghent, Belgium
| | - J Coenye
- Department of Developmental, Social, and Personality Psychology, Ghent University, Ghent, Belgium
| | - K Verschueren
- Department of School Psychology & Development in Context, KU Leuven, Leuven, Belgium
| | - W Beyers
- Department of Developmental, Social, and Personality Psychology, Ghent University, Ghent, Belgium
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Gilbert W, Bureau JS, Diallo A, Morin AJS, Guay F. Undergraduate students' motivational profiles before and during the COVID-19 pandemic: The role of educational climate and trait self-control. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2023; 93:1188-1206. [PMID: 37407288 DOI: 10.1111/bjep.12626] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/18/2023] [Accepted: 06/19/2023] [Indexed: 07/07/2023]
Abstract
BACKGROUND Universities faced important and sudden changes following the lockdown measures imposed during the COVID-19 pandemic. Traditional educational practices were disrupted as campuses were closed while distance learning was hastily adopted. AIMS This study documents the evolution of university students' autonomous and controlled motivation for their studies following campus closures by relying on a person-centred perspective. More specifically, it examines motivation profiles and their temporal stability across two time points taken before and during the pandemic, while also considering the role of educational climate, trait self-control and control variables (sex and age) as predictors of profile membership. SAMPLE A total of 1940 university students participated in this study by responding to online questionnaires at two time points, before (Time 1) and after (Time 2) the pandemic. METHODS We relied on latent profile and latent transition analyses to estimate motivation profiles, their temporal stability and their predictors. RESULTS A four-profile solution (Self-Determined, Moderately Motivated, Extrinsically Motivated, Amotivated) was selected and replicated at both time points. We observed a low degree of variability in profile membership over time, especially for the Amotivated profile. A need-supportive educational climate and trait self-control consistently predicted a greater likelihood of membership into more adaptative profiles (Self-Determined, Moderately Motivated). CONCLUSIONS The COVID-19 pandemic did not drastically change the motivational profiles of university students. Nevertheless, educational climate and self-control appeared to 'protect' students against the endorsement of more problematic motivation profiles both before and during the pandemic, making them important targets for intervention.
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Affiliation(s)
- William Gilbert
- Department of Health Sciences, Université du Québec à Rimouski, Rimouski, Québec, Canada
| | - Julien S Bureau
- Department of Educational Fundamentals and Practices, Université Laval, Québec, Canada
| | - Abdoul Diallo
- Department of Educational Fundamentals and Practices, Université Laval, Québec, Canada
| | - Alexandre J S Morin
- Substantive-Methodological Synergy Research Laboratory, Department of Psychology, Concordia University, Montréal, Québec, Canada
| | - Frédéric Guay
- Department of Educational Fundamentals and Practices, Université Laval, Québec, Canada
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Cuevas JA, Childers G, Dawson BL. A rationale for promoting cognitive science in teacher education: Deconstructing prevailing learning myths and advancing research-based practices. Trends Neurosci Educ 2023; 33:100209. [PMID: 38049287 DOI: 10.1016/j.tine.2023.100209] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/16/2023] [Revised: 08/31/2023] [Accepted: 09/01/2023] [Indexed: 12/06/2023]
Abstract
PURPOSE Cognitive science is essential to designing, implementing, and evaluating instruction for enhancing student learning. However, there may not be sufficient focus on the principles of cognitive science, as some educators hold learning beliefs that may be considered cognitive myths. PROCEDURES This review article analyzes examples of five learning myths (learning styles, pure discovery learning, digital natives, extrinsic motivation, multitasking) and five research-based learning strategies (dual coding, direct instruction, summarization, retrieval practice, spacing). It details the research evidence for each to explain those misconceptions of learning and also those underutilized or misunderstood but effective strategies shown to benefit student learning. CONCLUSION Educational practices related to learning myths are widespread in education with potentially detrimental effects on student learning. We recommend that colleges of education be restructured to ensure greater emphasis on cognitive science in educator preparation programs to better promote research-based instructional strategies to meet students' learning needs.
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20
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Tannoubi A, Quansah F, Magouri I, Chalghaf N, Bonsaksen T, Srem-Sai M, Hagan JE, Handrianto C, Azaiez F, Bragazzi NL. Modelling the associations between academic engagement, study process and grit on academic achievement of physical education and sport university students. BMC Psychol 2023; 11:418. [PMID: 38017589 PMCID: PMC10685647 DOI: 10.1186/s40359-023-01454-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/22/2023] [Accepted: 11/19/2023] [Indexed: 11/30/2023] Open
Abstract
OBJECTIVE The present study examined the impact of academic engagement, study processes, and grit on the academic achievement of physical education and sport university students. METHODS An internet-based survey recruited 459 university students aged 19-25 years (M = 21 ± 1.3) in physical education and sports (PES) to fill out questionnaires on Physical Education-Study Process Questionnaire (PE-SPQ), Physical Education-Grit (PE-Grit), academic engagement (A-USEI), and Grade Point Average (GPA). A path analysis was carried out to understand variable relationships. RESULTS Data from each variable exhibited symmetrical and normal distribution, as indicated by the skewness and kurtosis values. The model's fit indices showed sufficient Comparative Fit Index (CFI = 0.92), Tucker-Lewis Index (TLI = 0.90), Goodness of Fit Index (GFI = 0.99) and Normed Fit Index (NFI = 0.90) and showed acceptable levels. The results indicated a statistically significant positive impact of engagement (β = 0.299, p < 0.001) and study processes (β = 0.397, p < 0.001) on academic achievement. However, the effect of grit on achievement was non-significant. CONCLUSIONS Academic engagement as well as study processes are two important factors predicting academic achievement while grit seems to be not a major predictor. Hence, physical education and sport faculty and university administrators should prioritize student engagement as a determinant of academic outcomes by reforming or redesigning physical education and sport curriculum modules that can facilitate engagement.
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Affiliation(s)
- Amayra Tannoubi
- Higher Institute of Sport and Physical Education of Kef, University of Jendouba, Jendouba, Tunisia
- Higher Institute of Sport, and Physical Education of Sfax, University of Sfax, Sfax, Tunisia
- Postgraduate School of Public Health, Department of Health Sciences, University of Genoa, Genoa, Italy
- Group for the Study of Development and Social Environment, Faculty of Human and Social Science of Sfax, Sfax, Tunisia
| | - Frank Quansah
- Department of Educational Foundations, University of Education, Winneba, Ghana
| | - Iteb Magouri
- Higher Institute of Sport and Physical Education of Kef, University of Jendouba, Jendouba, Tunisia
| | - Nasr Chalghaf
- Postgraduate School of Public Health, Department of Health Sciences, University of Genoa, Genoa, Italy
- Group for the Study of Development and Social Environment, Faculty of Human and Social Science of Sfax, Sfax, Tunisia
- Department of Education, Higher Institute of Sport, and Physical Education of Gafsa, University of Gafsa, Gafsa, Tunisia
| | - Tore Bonsaksen
- Department of Health and Nursing Science, Faculty of Social and Health Sciences, Inland Norway University of Applied Sciences, Elverum, Norway
- Department of Health, Faculty of Health Studies, VID Specialized University, Stavanger, Norway
| | - Medina Srem-Sai
- Department of Health, Physical Education, Recreation and Sports, University of Education, Winneba, Ghana
| | - John Elvis Hagan
- Department of Health, Physical Education and Recreation, University of Cape Coast, PMB, Cape Coast, Ghana.
- Neurocognition and Action-Biomechanics-Research Group, Faculty of Psychology and Sports Science, Bielefeld University, Bielefeld, Germany.
| | - Ciptro Handrianto
- Faculty of Human Development, Sultan Idris Education University, Tanjong Malim, Malaysia
| | - Fairouz Azaiez
- Postgraduate School of Public Health, Department of Health Sciences, University of Genoa, Genoa, Italy
- Group for the Study of Development and Social Environment, Faculty of Human and Social Science of Sfax, Sfax, Tunisia
- Department of Education, Higher Institute of Sport, and Physical Education of Gafsa, University of Gafsa, Gafsa, Tunisia
| | - Nicola Luigi Bragazzi
- Postgraduate School of Public Health, Department of Health Sciences, University of Genoa, Genoa, Italy
- Department of Neuroscience, University of Genoa, Genoa, Italy
- Laboratory for Industrial and Applied Mathematics, York University, Toronto, ON, Canada
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Greeven SJ, Medellin AM, Watkins JM, Coble CJ, Brunnemer JE, Fernández Solá PA, Dutta S, Hobson JM, Evanovich JM, Martinez Kercher VM, Kercher KA. Multilevel needs assessment of physical activity, sport, psychological needs, and nutrition in rural children and adults. Front Public Health 2023; 11:1290567. [PMID: 38035309 PMCID: PMC10684692 DOI: 10.3389/fpubh.2023.1290567] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/07/2023] [Accepted: 10/31/2023] [Indexed: 12/02/2023] Open
Abstract
Introduction Physical activity yields significant benefits, yet fewer than 1 in 4 youth meet federal guidelines. Children in rural areas from low socioeconomic (SES) backgrounds face unique physical activity contextual challenges. In line with Stage 0 with the NIH Stage Model for Behavioral Intervention Development, the objective of the present study was to conduct a community-engaged needs assessment survey with middle school children and adults to identify perceptions, barriers, and facilitators of physical activity, sport, psychological needs, and nutrition from a multi-level lens. Methods A cross-sectional survey data collection was conducted with children (n = 39) and adults (n = 63) from one middle school community in the Midwestern United States. The child sample was 33% 6th grade; 51% 7th grade and was 49% female. The adult sample was primarily between 30 and 39 years old (70%) and comprised predominantly of females (85%). Multi-level survey design was guided by the psychological needs mini-theory within self-determination theory and aimed to identify individual perceptions, barriers, and facilitators in line with the unique context of the community. Results At the individual level, 71.8% of children and 82.2% of the overall sample (children and adults) were interested in new physical activity/sport programming for their school. Likewise, 89.7% of children and 96.8% of adults agree that PA is good for physical health. For basic psychological needs in the overall sample, relatedness was significantly greater than the autonomy and competence subscales. Children's fruit and vegetable intake were below recommended levels, yet only 43.6% of children were interested in nutritional programming. Conversely, 61.5% indicated interest at increasing leadership skills. At the policy-systems-environmental level, the respondents' feedback indicated that the condition and availability of equipment are areas in need of improvement to encourage more physical activity. Qualitative responses are presented within for physical activity-related school policy changes. Discussion Interventions addressing children's physical activity lack sustainability, scalability, and impact due to limited stakeholder involvement and often neglect early behavioral intervention stages. The present study identified perspectives, barriers, and facilitators of physical activity, sport, psychological needs, and nutrition in a multi-level context and forms the initial campus-community partnership between scientists and community stakeholders.
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Affiliation(s)
- Sarah J. Greeven
- Department of Kinesiology, School of Public Health-Bloomington, Indiana University, Bloomington, IN, United States
| | - Andrew M. Medellin
- Department of Epidemiology and Biostatistics, School of Public Health-Bloomington, Indiana University, Bloomington, IN, United States
| | - Janette M. Watkins
- Department of Kinesiology, School of Public Health-Bloomington, Indiana University, Bloomington, IN, United States
- Program in Neuroscience, College of Arts and Sciences, Indiana University, Bloomington, IN, United States
| | - Cassandra J. Coble
- Department of Kinesiology, School of Public Health-Bloomington, Indiana University, Bloomington, IN, United States
| | - Julia E. Brunnemer
- Department of Health & Wellness Design, School of Public Health-Bloomington, Indiana University, Bloomington, IN, United States
| | - Paola A. Fernández Solá
- Department of Epidemiology and Biostatistics, School of Public Health-Bloomington, Indiana University, Bloomington, IN, United States
| | - Sandeep Dutta
- Neag School of Education, University of Connecticut, Storrs, CT, United States
| | - James M. Hobson
- White River Valley School District, Switz City, IN, United States
| | - Justin M. Evanovich
- Neag School of Education, University of Connecticut, Storrs, CT, United States
| | | | - Kyle A. Kercher
- Department of Kinesiology, School of Public Health-Bloomington, Indiana University, Bloomington, IN, United States
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Nyberg L, Linnavalli T, Hartmann E, Kalland M. Finnish and Swedish riding school pupils' motivation towards participation in non-riding education. Front Sports Act Living 2023; 5:1232428. [PMID: 37927452 PMCID: PMC10622966 DOI: 10.3389/fspor.2023.1232428] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/31/2023] [Accepted: 10/05/2023] [Indexed: 11/07/2023] Open
Abstract
Many horse enthusiasts have insufficient knowledge about horse behavior and welfare (BW) and learning and human-horse communication (LC), which poses a risk for both horse welfare and human safety. The main objective of this study was to investigate why riding school pupils participate or do not participate in non-riding education in BW and LC, using Self-determination theory (SDT). SDT posits that the quality of motivation is related to the individual's basic psychological needs. A convenience sample of 568 riding school pupils from Finland and Sweden completed an online questionnaire. The results showed that forty percent of the riding schools offered education in BW, and thirty-two in LC. Twenty-seven percent of the respondents participated in education in BW, and twenty-five in LC at their riding school. The respondents were autonomously motivated to participate in education, i.e., they would participate because it is interesting and personally important. Perceived needs satisfaction at the riding school predicted autonomous motivation to participate. Education was offered to a greater extent in Swedish riding schools and Swedish respondents participated more often, as well as experienced more autonomous motivation, relatedness and competence satisfaction compared with Finnish respondents. To our knowledge, this study is the first to explore riding school pupils' motivation towards non-riding education.
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Affiliation(s)
- Lina Nyberg
- Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland
| | - Tanja Linnavalli
- Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland
- Diversity, Multilingualism and Social Justice in Education, Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland
| | - Elke Hartmann
- Department of Animal Environment and Health, Swedish University of Agricultural Sciences, Uppsala, Sweden
| | - Mirjam Kalland
- Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland
- Diversity, Multilingualism and Social Justice in Education, Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland
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Granero-Gallegos A, Gómez-López M, Manzano-Sánchez D. Effect of a Physical Education Teacher's Autonomy Support on Self-Esteem in Secondary-School Students: The Mediating Role of Emotional Intelligence. CHILDREN (BASEL, SWITZERLAND) 2023; 10:1690. [PMID: 37892354 PMCID: PMC10605116 DOI: 10.3390/children10101690] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/17/2023] [Revised: 10/09/2023] [Accepted: 10/13/2023] [Indexed: 10/29/2023]
Abstract
The purpose of this study was to analyse the effect of emotional intelligence between the perception of autonomy support from physical education teachers and self-esteem (positive and negative) in secondary-school physical education students. The study design was observational, descriptive, and cross-sectional. In total, 1069 secondary-school physical education students participated (Mage = 14.55; SD = 1.54) (51.2% female; 48.8% male). The following scales were used: The Learning Climate Questionnaire adapted to Physical Education (i.e., autonomy support), the Trait Meta-Mood Scale-24 (i.e., emotional attention, emotional clarity, and emotional repair), and the Rosenberg Self-Esteem Scale (positive self-esteem, negative self-esteem). A structural equation model was performed with the latent variables controlled by age, sex, and the students' educational centre. The main results indicate that the explained variance was 37% for positive self-esteem and 26% for negative self-esteem. In addition, autonomy support directly predicts emotional intelligence (p < 0.05) and positive self-esteem (p < 0.001). On the other hand, all indirect effects of autonomy support on self-esteem across emotional intelligence were significant at p < 0.001. Finally, emotional clarity and emotional repair had a mediating effect on self-esteem, and it improves the total effect of autonomy support on positive self-esteem with values of β = 0.14 and β = 0.19, respectively, and a value of β = -0.07 and β = -0.06 for negative self-esteem. The findings reveal the necessity to improve emotional clarity and emotional repair in secondary-school students in improving positive self-esteem through the perception of autonomy support from the physical education teacher.
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Affiliation(s)
- Antonio Granero-Gallegos
- Department of Education, University of Almeria, 04120 Almeria, Spain;
- Health Research Centre, University of Almeria, 04120 Almeria, Spain
| | - Manuel Gómez-López
- Department of Physical Activity and Sport, Faculty of Sports Sciences, University of Murcia, 30720 Murcia, Spain
| | - David Manzano-Sánchez
- Department of Didactics of Musical, Plastic and Corporal Expression, Faculty of Education and Psychology, University of Extremadura, 06006 Badajoz, Spain;
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24
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Manzano-Sánchez D. Profile analysis through self-determination theory and intention to be physically active: differences according to gender and age. Front Psychol 2023; 14:1277532. [PMID: 37854139 PMCID: PMC10580080 DOI: 10.3389/fpsyg.2023.1277532] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/14/2023] [Accepted: 08/31/2023] [Indexed: 10/20/2023] Open
Abstract
Introduction Physical Education in the current education system has various objectives,including educating students on the values of physical activity and increasing the physical activity levels of students. Objective The purpose of the present study is to analyze the motivational profiles of students, to understand which profiles have higher levels of responsibility, satisfaction of autonomy, competence, and social relationship needs; intention to be physically active; and perception of autonomy support. Methods A total of 752 students from Primary, Secondary, and Non-compulsory Education (M = 13.809; SD = 1.984, 47.9% boys and 52.1% girls), from different educational centers in Spain, participated in the study, to whom a series of questionnaires were administered to find out their values of the mentioned variables. The results established the existence of four profiles: "high quality," "low quality," "high quantity," and "low quantity" of motivation. Results The results reflect that the students of the "high quality" and "high quantity" profiles had higher values in all the variables in relation to the other two groups (except in amotivation and external regulation), discussing the differential analysis between the four groups. The group with the best results was the "high quantity" profile, as opposed to the "low quantity" profile. In turn, no differences were found according to gender, but according to the educational stage, the Primary Education stage was more related to the more self-determined profiles. Discussion and conclusion Therefore, it is necessary to look for more self-determined motivational profiles from an early age in order to improve levels of responsibility, perception of autonomy, satisfaction of basic psychological needs, and the intention to be physically active.
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Burgueño R, Rocchi M, Granero-Gallegos A. Adaptation and Initial Validation of the Interpersonal Behaviors Questionnaire-Self with Spanish Physical Education Pre-Service Teachers. Percept Mot Skills 2023; 130:2249-2268. [PMID: 37280720 DOI: 10.1177/00315125231182281] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
Building upon Self-Determination Theory, the objective of this research was to gather validity and reliability evidence on the use of the Interpersonal Behaviors Questionnaire (IBQ-Self) in the Spanish physical education (PE) teacher training context. Participants were 419 pre-service PE teachers (48.45% women; Mage = 26.97; SD = 6.49) from eight public universities; all were enrolled in the Professional Master's program in Education. We found psychometric support for a 24-item six-factor correlated model of the IBQ-Self that was invariant across gender. There was also evidence for discriminant validity and reliability of this instrument. Criterion validity was provided by positive relationships found between need satisfaction and need-supportive behaviors, and between need frustration and need-thwarting behaviors. Overall, the IBQ-Self is a valid and reliable measure of Spanish pre-service PE teachers' perceptions of their own need-supportive and need-thwarting behaviors.
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Affiliation(s)
- Rafael Burgueño
- Department of Education, University of Almeria, Almeria, Spain
| | - Meredith Rocchi
- Department of Communication, University of Ottawa, Ottawa, ON, Canada
| | - Antonio Granero-Gallegos
- Department of Education, University of Almeria, Almeria, Spain
- Health Research Center, University of Almeria, Almeria, Spain
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Tapia-Serrano MÁ, López-Gajardo MA, Sánchez-Miguel PA, González-Ponce I, García-Calvo T, Pulido JJ, Leo FM. Effects of out-of-school physical activity interventions based on self-determination theory in children and adolescents: A systematic review and meta-analysis. Scand J Med Sci Sports 2023; 33:1929-1947. [PMID: 37381660 DOI: 10.1111/sms.14436] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/28/2023] [Revised: 06/07/2023] [Accepted: 06/13/2023] [Indexed: 06/30/2023]
Abstract
OBJECTIVE This systematic review and meta-analysis aimed to examine the effects of out-of-school physical activity (PA) interventions, based on Self-Determination Theory (SDT), on basic psychological needs (BPN), motivation toward PA, and PA levels in youths. DESIGN Systematic review and meta-analyses. METHOD We searched for intervention studies examining the effects of PA interventions based on SDT implemented outside the school published in English and Spanish in six electronic databases up to January 2022. RESULTS Outcomes of interest were BPN, motivation, and PA levels. In total, nine studies were included in this review. Seven individual meta-analyses were conducted for each variable, revealing nonsignificant clustered effects for the outcomes autonomy satisfaction (g = 0.12, 95% CI [-0.31, 0.55]), competence satisfaction (g = 0.02, 95% CI [-0.28, 0.32]), relatedness satisfaction (g = 0.13, 95% CI [-0.43, 0.68]), autonomous motivation (g = 0.15, 95% CI [-0.38, 0.67]), controlled motivation (g = 0.12, 95% CI [-0.32, 0.55]), amotivation (g = -0.36, 95% CI [-0.88, 0.16]), and PA behavior (g = 0.02, 95% CI [-0.08, 0.12]). CONCLUSION Meta-analyses suggest that out-of-school PA interventions based on SDT are not effective in increasing levels of needs satisfaction, types of motivation, and PA levels.
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Affiliation(s)
- Miguel Á Tapia-Serrano
- Departamento de Didáctica de la Expresión Musical, Plástica y Corporal, Grupo Análisis Comportamental de la Actividad Física y el Deporte (ACAFYDE), Facultad de Formación del Profesorado, Universidad de Extremadura, Cáceres, Spain
| | - Miguel A López-Gajardo
- Departamento de Didáctica de la Expresión Musical, Plástica y Corporal, Grupo Análisis Comportamental de la Actividad Física y el Deporte (ACAFYDE), Facultad de Formación del Profesorado, Universidad de Extremadura, Cáceres, Spain
| | - Pedro A Sánchez-Miguel
- Departamento de Didáctica de la Expresión Musical, Plástica y Corporal, Grupo de Investigación Análisis Didáctico y Comportamental del Deporte (ADICODE), Facultad de Formación del Profesorado, Universidad de Extremadura, Cáceres, Spain
| | - Inmaculada González-Ponce
- Departamento de Psicología y Antropología, Grupo Análisis Comportamental de la Actividad Física y el Deporte (ACAFYDE), Facultad de Educación y Psicología, Universidad de Extremadura, Badajoz, Spain
| | - Tomás García-Calvo
- Departamento de Didáctica de la Expresión Musical, Plástica y Corporal, Grupo Análisis Comportamental de la Actividad Física y el Deporte (ACAFYDE), Facultad de Ciencias del Deporte, Universidad de Extremadura, Cáceres, Spain
| | - Juan J Pulido
- Departamento de Didáctica de la Expresión Musical, Plástica y Corporal, Grupo Análisis Comportamental de la Actividad Física y el Deporte (ACAFYDE), Facultad de Educación y Psicología, Universidad de Extremadura, Badajoz, Spain
| | - Francisco M Leo
- Departamento de Didáctica de la Expresión Musical, Plástica y Corporal, Grupo Análisis Comportamental de la Actividad Física y el Deporte (ACAFYDE), Facultad de Formación del Profesorado, Universidad de Extremadura, Cáceres, Spain
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Haug E, Castillo I, Samdal O, Smith ORF. Body-related concerns and participation in physical education among adolescent students: the mediating role of motivation. Front Psychol 2023; 14:1266740. [PMID: 37842720 PMCID: PMC10569498 DOI: 10.3389/fpsyg.2023.1266740] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/25/2023] [Accepted: 09/04/2023] [Indexed: 10/17/2023] Open
Abstract
Background There is a need to understand better factors influencing participation in physical education (PE) and the mechanisms involved. The adolescent years are characterised by increasing levels of body-related concerns. In PE, the body is judged for its physical abilities and subject to social comparisons and body judgements. Grounded in the Self-Determination Theory, this study aimed to explore whether body-related factors were associated with adolescents' involvement in PE and whether types of motivation mediated this relationship. Methods The study involved 2,140 (54.5% girls) secondary students (15-16-year-olds) from Norway participating in the nationally representative "Health Behaviour in School-aged Children (HBSC) study: a WHO collaborative cross-national study." Body-related factors included Body Mass Index (BMI), health complaints, body perception and dietary behaviours. Gender, age, and socioeconomic status (family affluence) were control variables. Motivation for PE was assessed with the Perceived Locus of Causality (PLOCQ) scale measuring three distinct factors: autonomous motivation, controlled motivation and amotivation. PE involvement was self-reported as weekly participation in PE classes and time spent in moderate-to-vigorous physical activity (MVPA) during PE. Results Gender (girl), family affluence, health complaints, not being on a diet but wanting to lose weight, and body perception (too fat) were negatively associated with weekly PE participation when adjusting for other variables. This association was largely explained by students' autonomous motivation in the case of health complaints and partly in the case of dietary behaviour and body perception. Similar results were observed for MVPA during PE lessons. Additionally, gender was associated with MVPA through amotivation. Conclusion The study adds new knowledge to the understanding of the relationship between body-related factors and PE, supporting that autonomous motivation is a central mechanism and an avenue for further research. The results should be considered in planning high-quality PE classes and suggest that an autonomous supportive learning climate sensitive to body-related concerns should be a priority to increase adolescent involvement in PE.
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Affiliation(s)
- Ellen Haug
- Department of Health Promotion and Development, University of Bergen, Bergen, Norway
- Department of Teacher Education, NLA University College, Bergen, Norway
| | - Isabel Castillo
- Department of Social Psychology, University of Valencia, Valencia, Spain
| | - Oddrun Samdal
- Department of Health Promotion and Development, University of Bergen, Bergen, Norway
| | - Otto Robert Frans Smith
- Department of Teacher Education, NLA University College, Bergen, Norway
- Department of Health Promotion, Norwegian Institute of Public Health, Bergen, Norway
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Fierro-Suero S, Castillo I, Almagro BJ, Saénz-López P. The role of motivation and emotions in physical education: understanding academic achievement and the intention to be physically active. Front Psychol 2023; 14:1253043. [PMID: 37799530 PMCID: PMC10548266 DOI: 10.3389/fpsyg.2023.1253043] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/04/2023] [Accepted: 08/31/2023] [Indexed: 10/07/2023] Open
Abstract
Introduction This study aims to understand how emotions and motivation influence the academic achievement of physical education (PE) students and their future intention to practice physical activity (PA). Despite the influence on student's behaviors and the reciprocal associations between motivation and emotion, the number of studies addressing both constructs at the same level is very limited. Methods A structural equation model was used with 799 students aged 11-17 years (M = 13.16; SD = 1.17). Results and discussion The results showed that the teacher support of the basic psychological needs (BPN) predicted students' BPN satisfaction, which in turn predicted their autonomous motivation and positive emotions, and negatively predicted their negative emotions. Finally, autonomous motivation predicted students' intention to be physically active, whereas academic achievement was predicted by both autonomous motivation and emotions. We conclude that to better understand the consequences of PE classes, it is necessary to consider both constructs.
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Affiliation(s)
- Sebastián Fierro-Suero
- Faculty of Education, Psychology and Sports Sciences, University of Huelva, Huelva, Spain
| | - Isabel Castillo
- Faculty of Psychology and Speech Therapy, University of Valencia, Valencia, Spain
| | - Bartolomé J. Almagro
- Faculty of Education, Psychology and Sports Sciences, University of Huelva, Huelva, Spain
| | - Pedro Saénz-López
- Faculty of Education, Psychology and Sports Sciences, University of Huelva, Huelva, Spain
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Pavlović S, Pelemiš V, Marković J, Dimitrijević M, Badrić M, Halaši S, Nikolić I, Čokorilo N. The Role of Motivation and Physical Self-Concept in Accomplishing Physical Activity in Primary School Children. Sports (Basel) 2023; 11:173. [PMID: 37755850 PMCID: PMC10535512 DOI: 10.3390/sports11090173] [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: 08/10/2023] [Revised: 08/23/2023] [Accepted: 08/24/2023] [Indexed: 09/28/2023] Open
Abstract
BACKGROUND The goal of this research is to identify correlations of motivation and physical self-concept with physical activity among students of younger school age, as well as the level of prediction of motivation and physical self-concept with physical activity of students in physical education classes. METHODS The sample of respondents consisted of 411 students of the third and fourth grades from the territory of the Zlatibor district. A modified Self-Regulation Questionnaire was used to assess students' motivational orientations, while appropriate subscales of the Self-perception Profile for Children measuring instrument were used to assess physical self-concept. Physical activity is shown as volume and intensive physical activity (vigorous physical activity (VPA)), measured with a Suunto memory belt pedometer and heart-rate monitor. RESULTS Boys' motivational predictor variables accounted for 14% (volume) and 28% (VPA) of their physical activity in class, with intrinsic motivation, introjective regulation (just for the level of physical activity), and identified regulation as the most important determinants of physical activity. For girls, the identified regulation variable (from the system of motivational predictor variables) was shown to be the primary predictor variable on both criterion variables (R2 = 0.34 and 0.36). CONCLUSION The teaching of physical education for students of younger school age should be conceived by creating a motivational climate, in order to encourage physical activity.
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Affiliation(s)
- Slobodan Pavlović
- Faculty of Education, University of Kragujevac, 34000 Kragujevac, Serbia; (S.P.); (J.M.)
| | - Vladan Pelemiš
- Faculty of Teacher Education, University of Belgrade, 11000 Belgrade, Serbia;
| | - Jovan Marković
- Faculty of Education, University of Kragujevac, 34000 Kragujevac, Serbia; (S.P.); (J.M.)
| | - Marko Dimitrijević
- Department of Physiology, Faculty of Medical Sciences Kragujevac, University of Kragujevac, 34000 Kragujevac, Serbia;
| | - Marko Badrić
- Faculty of Teacher Education, University of Zagreb, 10000 Zagreb, Croatia;
| | - Sabolč Halaši
- Faculty of Teacher Education in the Hungarian Language, University of Novi Sad, 21000 Novi Sad, Serbia;
| | - Ivko Nikolić
- Faculty of Teacher Education, University of Belgrade, 11000 Belgrade, Serbia;
| | - Nebojša Čokorilo
- Faculty of Sport, Union University-Nikola Tesla, 11000 Belgrade, Serbia;
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Meerits PR, Tilga H, Koka A. Web-based need-supportive parenting program to promote physical activity in secondary school students: a randomized controlled pilot trial. BMC Public Health 2023; 23:1627. [PMID: 37626288 PMCID: PMC10463639 DOI: 10.1186/s12889-023-16528-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/31/2023] [Accepted: 08/16/2023] [Indexed: 08/27/2023] Open
Abstract
BACKGROUND Current global trend of insufficient physical activity (PA) among children and adolescents highlights the necessity of finding effective ways to promote PA in childhood. Self-determination theory (SDT) has demonstrated efficacy as a conceptual framework for developing interventions aimed at promoting diverse health behaviours. Parents have potential to influence children's health behaviours to a great extent, which could be enhanced from an online, self-paced training to gain knowledge on how to support children's intrinsic motivation towards particular health behaviour. In this pilot study, we developed and tested an online SDT-informed need-supportive training for parents, enabling them to interact with their children in a way to support their intrinsic motivation towards leisure-time physical activity. METHODS Sixty eight students (Mage = 12.5 ± 0.72) and one parent for each child were randomly assigned to the 6-week intervention condition or control condition. Students completed psychological measures (i.e., perceptions of parents' need-supportive behaviours, basic psychological need satisfaction and frustration, autonomous and controlled forms of motivation, as well as social cognition beliefs towards leisure-time PA) and self-reported PA pre-intervention, post-intervention, and one-month after the intervention. Repeated measures ANOVAs were conducted to test the effects of the intervention condition and time. RESULTS While a statistically significant intervention effect on children's leisure-time PA was not found, students in the intervention group reported higher, albeit marginal, perceptions of intrinsic motivation (F(2, 84) = 3.095, p = 0.050) and lower perceptions of introjected regulation (F(2, 88) = 3.107, p = 0.050) and autonomy frustration (F(2, 84) = 2.987, p = 0.056) at follow-up. Contrary to expectations, children in the control group demonstrated higher perceptions of intention (F(2, 84) = 4.838, p = 0.010) and effort (F(2, 80) = 3.473, p = 0.036) towards leisure-time physical activity at follow-up. No significant changes were found in perceptions of need-supportive behaviour from parents, attitude, and perceived behavioural control. CONCLUSIONS Our pilot study highlights the importance of parental training and the potential for SDT-informed interventions to support children's intrinsic motivation towards physical activity. Further research is needed to test the intervention in other domains and combine interventions in several domains to have the highest impact. TRIAL REGISTRATION This pilot study is part of preparation for the main study, prospectively registered in ISRCTN registry as ISRCTN78373974 (15.12.2022). The current stage of the main study is 'recruiting'.
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Affiliation(s)
- Pille-Riin Meerits
- Institute of Sport Sciences and Physiotherapy, University of Tartu, Ujula 4, Tartu, 51008, Estonia
| | - Henri Tilga
- Institute of Sport Sciences and Physiotherapy, University of Tartu, Ujula 4, Tartu, 51008, Estonia.
| | - Andre Koka
- Institute of Sport Sciences and Physiotherapy, University of Tartu, Ujula 4, Tartu, 51008, Estonia
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González-Peño A, Franco E, Martín-Hoz L, Coterón J. An Individualized Training Program for PE Teachers Based on Self-Determination Theory as a Way to Improve Students' Psychosocial Health: A Study Protocol. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:6604. [PMID: 37623187 PMCID: PMC10454065 DOI: 10.3390/ijerph20166604] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/30/2023] [Revised: 06/29/2023] [Accepted: 08/10/2023] [Indexed: 08/26/2023]
Abstract
The interactions that take place in physical education (PE) between teachers and students have received large attention from the scientific community. However, despite the existence of different studies aiming to promote motivation among students through school interventions, there seem to be no interventions based on motivational strategies in which interventions are personalized to better fit teachers' own characteristics on the basis of theoretical contents grounded in self-determination theory. This study aims to present a protocol intervention in the PE context based on SDT to improve teaching behaviours through an individualized and lifelong training program. This protocol is a convenience study in which PE teachers will design and implement motivational strategies to increase students' motivation in class. The training program will take place along the intervention to allow teachers to personalize their implementation of motivational strategies according to their specific context. Data collection will be conducted before, during and after the intervention using recorded sessions (observational methodology), interviews (qualitative approach), and questionnaires (quantitative approach). The measures will assess teachers' and students' perceived teaching styles. This intervention program is expected to change and improve the quality of teaching behaviours, which could foster students' psychosocial health.
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Affiliation(s)
- Alba González-Peño
- Faculty of Physical Activity and Sport Sciences—INEF, Universidad Politécnica de Madrid, C/Martín Fierro, 7, 28040 Madrid, Spain; (L.M.-H.); (J.C.)
| | - Evelia Franco
- Facultad de Ciencias Humanas y Sociales, Universidad Pontificia Comillas, C/Universidad Comillas, 3–5, 28108 Madrid, Spain;
| | - Laura Martín-Hoz
- Faculty of Physical Activity and Sport Sciences—INEF, Universidad Politécnica de Madrid, C/Martín Fierro, 7, 28040 Madrid, Spain; (L.M.-H.); (J.C.)
| | - Javier Coterón
- Faculty of Physical Activity and Sport Sciences—INEF, Universidad Politécnica de Madrid, C/Martín Fierro, 7, 28040 Madrid, Spain; (L.M.-H.); (J.C.)
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Tilga H, Koka A, Sevil-Serrano J. Editorial: Family and school-based interventions to increase adolescents' leisure-time physical activity. Front Psychol 2023; 14:1208687. [PMID: 37384183 PMCID: PMC10296754 DOI: 10.3389/fpsyg.2023.1208687] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/19/2023] [Accepted: 05/31/2023] [Indexed: 06/30/2023] Open
Affiliation(s)
- Henri Tilga
- Institute of Sport Sciences and Physiotherapy, Faculty of Medicine, University of Tartu, Tartu, Estonia
| | - Andre Koka
- Institute of Sport Sciences and Physiotherapy, Faculty of Medicine, University of Tartu, Tartu, Estonia
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López-Lemus I, Del Villar F, Rodríguez-Gutiérrez A, González-Silva J, Moreno A. Could the Hybridization of the SE/TGfU Pedagogical Models Be an Alternative for Learning Sports and Promoting Health? School Context Study. CHILDREN (BASEL, SWITZERLAND) 2023; 10:children10050877. [PMID: 37238425 DOI: 10.3390/children10050877] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/31/2023] [Revised: 05/08/2023] [Accepted: 05/11/2023] [Indexed: 05/28/2023]
Abstract
The present study aims to analyze the influence of the Sport Education (SE)/Teaching for understanding (TGfU) hybrid unit on enjoyment, perceived competence, intention to be physically active, skill execution, decision making, performance and game involvement. A short-term (12-lesson) pre-test/post-test quasi-experimental design was conducted in two groups: control (technical approach: 70 students; age = 14.43 ± 0.693; n = 32 female) and experimental (hybrid unit SE-TGfU: 67 students; age = 13.91 ± 0.900; n = 30 female). The coding instrument was based on the Game performance Assessment Instrument. The Enjoyment and Perceived Competence Scale and the Measure of Intentionality to be Physically Active questionnaire were also used. The results of pairwise comparisons between the groups showed higher post-test scores for most dependent variables for boys and girls using the hybrid SE/TGfU unit. Lower post-test scores were found in pairwise comparisons for several dependent variables in both boys and girls. The present study showed that the application of hybrid models SE/TGfU could increase and help facilitate students' game involvement and game performance, enjoyment, perceived competence and intention to be physically active, in both boys and girls. In future studies, it would be necessary to analyze psychological variables in the educational context for a deeper assessment.
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Affiliation(s)
- Ismael López-Lemus
- Faculty of Physical Activity and Sports Sciences, University of Extremadura, 10003 Cáceres, Spain
| | | | | | - Jara González-Silva
- Faculty of Physical Activity and Sports Sciences, University of Extremadura, 10003 Cáceres, Spain
| | - Alberto Moreno
- Faculty of Physical Activity and Sports Sciences, University of Extremadura, 10003 Cáceres, Spain
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Chalabaev A, Cheval B, Maltagliati S, Saoudi I, Sniehotta FF. Beyond Individual Cognitions: Time for Intervention Science to Focus on Health Context and Audience. J Phys Act Health 2023; 20:465-470. [PMID: 37076243 DOI: 10.1123/jpah.2023-0072] [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: 02/22/2023] [Accepted: 02/22/2023] [Indexed: 04/21/2023]
Abstract
Intervention science faces a hazardous paradox: on the one hand, vulnerable populations (eg, patients, people from low socioeconomic background, older adults) are those for whom adoption of healthy behaviors is most urgent; on the other hand, behavior change models are less predictive, and interventions less successful, in these populations. This commentary presents 4 reasons that may explain this issue: (1) research mostly focuses on what causes behavior and how to change it, at the expense of investigating among whom and under what conditions models are valid; (2) models put an undue emphasis on individual cognitions; (3) most studies are not conducted on vulnerable populations; and (4) most researchers are from high-income countries. Several avenues are proposed to address this issue: (1) providing a central place to the context and audience in health behavior change modelization, through collaborations with researchers from other disciplines and countries, and with members of the targeted audience; (2) better reporting samples' sociodemographic characteristics and increasing samples' diversity; and (3) using more rigorous and innovative designs (eg, powered randomized controlled trials, N-of-1 trials, intensive longitudinal studies). In conclusion, it becomes urgent to change the way we do research: the social utility and credibility of intervention science depend on it.
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Affiliation(s)
| | - Boris Cheval
- Swiss Center for Affective Sciences, University of Geneva, Geneva,Switzerland
- Department of Psychology, Switzerland Department of Public Health, Social and Environmental Determinants of Health, Laboratory for the Study of Emotion Elicitation and Expression (E3Lab), University of Geneva, Geneva,Switzerland
| | | | | | - Falko F Sniehotta
- Department of Public Health, Social and Preventive Medicine, CPD, Medical Faculty Mannheim, University of Heidelberg, Mannheim,Germany
- NIHR Policy Research Unit Behavioural Science, Faculty of Medical Sciences, Newcastle University, Newcastle upon Tyne,United Kingdom
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Wen B, Zhang M, Zhang L, Zhou Y, Xu L. How over-parenting impedes individual career exploration: a goal disengagement perspective. BMC Psychol 2023; 11:109. [PMID: 37046353 PMCID: PMC10099645 DOI: 10.1186/s40359-023-01163-w] [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: 01/14/2023] [Accepted: 04/07/2023] [Indexed: 04/14/2023] Open
Abstract
Individuals' early experiences can shape their lifelong development. Notably, healthy parenting experiences will build a good foundation for successful development, whereas inappropriate parenting experiences hinder healthy development. From the goal disengagement perspective, we propose that over-parenting can elicit individual goal disengagement in the development process, which hinders goal-pursuit behaviors. Data collected from 536 university students from China at three time points supported our hypotheses. Specifically, over-parenting promotes more career-exploration goal disengagement, inhibiting career-exploration behavior. In addition, the process mentioned above is more salient for individuals with a high need for parental approval. The theoretical and practical implications of this research are also discussed.
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Affiliation(s)
- Bin Wen
- HeBei Vocational University of Technology and Engineering, XingTai, 054000, People's Republic of China
| | - Meng Zhang
- HeBei Vocational University of Technology and Engineering, XingTai, 054000, People's Republic of China
| | - Lei Zhang
- HeBei Vocational University of Technology and Engineering, XingTai, 054000, People's Republic of China
| | - Yue Zhou
- International Business School Suzhou, Xi'an Jiaotong-Liverpool University, Suzhou, 215123, People's Republic of China.
| | - Li Xu
- School of Management, Shandong University of Traditional Chinese Medicine, Jinan, 250355, People's Republic of China
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Cachón-Zagalaz J, Carrasco-Venturelli H, Sánchez-Zafra M, Zagalaz-Sánchez ML. Motivation toward Physical Activity and Healthy Habits of Adolescents: A Systematic Review. CHILDREN 2023; 10:children10040659. [PMID: 37189907 DOI: 10.3390/children10040659] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/06/2023] [Revised: 03/20/2023] [Accepted: 03/28/2023] [Indexed: 04/03/2023]
Abstract
Adolescence is a transformative period in which rapid physical, cognitive and psychosocial growth takes place. Laying the foundation for healthy behaviors is paramount during these formative years. The aim of this review is to determine which countries are leading in research on adolescents’ motivation towards physical activity and healthy habits and their main findings. A systematic review was conducted following the PRISMA statement using the Web of Science and Scopus databases during the months of September to December 2022. The search terms used were: “Physical activity”, “Motivation” and “Adolescents”, in the following research areas: Education, Educational Research and Sport Sciences. A total of 5594 articles were identified, but only those that met the established criteria were included (32 articles). It is concluded that most of the research is led in Spain with 16 articles, followed by 3 in Chile, 2 in Portugal, 2 in Norway and the rest of the countries with 1. Likewise, most of the works include very similar aspects regarding the incidence of motivation towards the adherence to the practice of Physical Activity and healthy habits.
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Affiliation(s)
- Javier Cachón-Zagalaz
- Musical, Plastic and Corporal Expression Didactics Department, University of Jaén, 23071 Jaén, Spain
| | | | - María Sánchez-Zafra
- Musical, Plastic and Corporal Expression Didactics Department, University of Jaén, 23071 Jaén, Spain
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Simón-Chico L, González-Peño A, Hernández-Cuadrado E, Franco E. The Impact of a Challenge-Based Learning Experience in Physical Education on Students’ Motivation and Engagement. Eur J Investig Health Psychol Educ 2023; 13:684-700. [PMID: 37185905 PMCID: PMC10137837 DOI: 10.3390/ejihpe13040052] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/08/2023] [Revised: 03/17/2023] [Accepted: 03/24/2023] [Indexed: 03/29/2023] Open
Abstract
The present study investigated how challenge-based learning (CBL) in physical education (PE) may affect students’ basic psychological needs (BPNs), motivational regulations, engagement, and learning in comparison with a traditional teaching (TT) methodology. A quasiexperimental study with experimental and control groups was carried out. In total, 50 participants (16 boys and 34 girls) between 13 and 15 years old (Mage = 13.35, SD = 0.62) were involved in the experience for 6 weeks (ncontrol = 24; nexperimental = 26). Validated questionnaires were administered both before and after the intervention in both groups. Furthermore, theoretical knowledge and badminton-specific motor skill tests were carried out in both groups after the intervention. An analysis showed that after the intervention, students in the CBL condition improved their autonomy (Mbefore = 3.15 vs. Mafter = 3.39; ES = 0.26 *), competence (Mbefore = 4.01 vs. Mafter = 4.18; ES = 0.33 *), and relatedness satisfaction (Mbefore = 3.86 vs. Mafter = 4.06; ES = 0.32 *). As for behavioural engagement measures, students in the CBL condition exhibited higher scores after than those from before (Mbefore = 4.12 vs. Mafter = 4.36; ES = 0.35 *). No significant changes were observed for motivational regulations or agentic engagement. On learning outcomes, students in the experimental group achieved higher scores in both theoretical knowledge (Mcontol = 6.48 vs. Mexperimental = 6.79) and badminton-specific motor skills (Mcontol = 6.85 vs. Mexperimental = 7.65) than the control group did. The present study findings highlight that CBL might be a valid and effective methodological approach for students in PE to achieve adaptive motivational, behavioural, and learning outcomes.
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Lunde C, Reinholdsson T, Skoog T. Unexcused absence from physical education in elementary school. On the role of autonomous motivation and body image factors. Body Image 2023; 45:229-237. [PMID: 36965234 DOI: 10.1016/j.bodyim.2023.03.007] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/12/2022] [Revised: 03/07/2023] [Accepted: 03/09/2023] [Indexed: 03/27/2023]
Abstract
Physical education (PE) is an essential school subject due to its potential to promote well-being and health in all children. Yet, PE stands out among other subjects in terms of truancy. This study is one of the first to examine if unexcused absence from PE is associated with early adolescents' body image and autonomous motivation towards PE. A total of 526 Swedish 6th graders (Mage = 12.28, SD = 0.31) reported the frequency of unexcused absence from PE and answered questions about aesthetic and functional body image, social physique anxiety, and autonomous motivation. Findings showed that unexcused absence from PE was associated with less autonomous motivation and higher social physique anxiety. Participants who had never been absent reported higher functional body image investment and satisfaction. Analyses showed that whereas the aesthetic aspects of body image were associated with decreased autonomous motivation toward PE, functional aspects predicted higher autonomous motivation. The study sheds novel light on the links between absence from PE, body image, and autonomous motivation. As absence may have real-life practical effects for school achievement, health, and well-being, the findings demonstrate the importance of mitigating social physique anxiety and promoting an inclusive and body positive PE context early on.
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Affiliation(s)
- Carolina Lunde
- Department of Psychology, University of Gothenburg, Gothenburg, Sweden; The Swedish School of Sport and Health Sciences, Stockholm, Sweden.
| | | | - Therése Skoog
- Department of Psychology, University of Gothenburg, Gothenburg, Sweden
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Renninger D, Bachner J, García-Massó X, Molina-García J, Reimers AK, Marzi I, Beck F, Demetriou Y. Motivation and Basic Psychological Needs Satisfaction in Active Travel to Different Destinations: A Cluster Analysis with Adolescents Living in Germany. Behav Sci (Basel) 2023; 13:bs13030272. [PMID: 36975297 PMCID: PMC10045514 DOI: 10.3390/bs13030272] [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: 02/20/2023] [Revised: 03/13/2023] [Accepted: 03/16/2023] [Indexed: 03/29/2023] Open
Abstract
Active travel in adolescence contributes to improved health outcomes. Self-Determination Theory suggests that motivation and basic psychological needs influence travel behavior. Person-centered approaches can examine interrelationships of these constructs underlying travel behavior. The aim of this study was to investigate (i) which clusters can be identified in adolescents, (ii) whether clusters explain overall active travel behavior, (iii) whether clusters were associated with travel mode to various destinations or distance, and (iv) whether differences across clusters appear regarding sex/gender, age, and weight status. The sample included 517 (263 male, 254 female) adolescents from Germany, aged 11-15. Self-organizing maps analysis identified six clusters from nine input variables: intrinsic motivation, integrated regulation, identified regulation, introjected regulation, external regulation, amotivation, autonomy satisfaction, competence satisfaction, and relatedness satisfaction. The most beneficial cluster regarding active travel demonstrated highest basic psychological needs satisfaction and autonomous motivation with low controlled motivation and amotivation. The most vulnerable cluster was characterized by generally low levels of motivation except for external regulation and amotivation. Clusters were not associated with distance to school, friends/relatives, shopping facilities, or leisure facilities. The findings support the importance of high quality and high quantity of motivation for active travel in adolescents.
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Affiliation(s)
- Denise Renninger
- Department of Sport and Health Sciences, Technical University of Munich, 80992 Munich, Germany
| | - Joachim Bachner
- Department of Sport and Health Sciences, Technical University of Munich, 80992 Munich, Germany
| | - Xavier García-Massó
- AFIPS Research Group, Department of Teaching of Physical Education, Arts and Music, University of Valencia, 46022 Valencia, Spain
| | - Javier Molina-García
- AFIPS Research Group, Department of Teaching of Physical Education, Arts and Music, University of Valencia, 46022 Valencia, Spain
- Epidemiology and Environmental Health Joint Research Unit, FISABIO-Universitat Jaume I-Universitat de València, 46020 Valencia, Spain
| | - Anne Kerstin Reimers
- Department of Sport Science and Sport, Friedrich-Alexander-Universität Erlangen-Nürnberg, 91058 Erlangen, Germany
| | - Isabel Marzi
- Department of Sport Science and Sport, Friedrich-Alexander-Universität Erlangen-Nürnberg, 91058 Erlangen, Germany
| | - Franziska Beck
- Department of Sport Science and Sport, Friedrich-Alexander-Universität Erlangen-Nürnberg, 91058 Erlangen, Germany
| | - Yolanda Demetriou
- Department of Sport and Health Sciences, Technical University of Munich, 80992 Munich, Germany
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de Bruijn AGM, van der Wilt F. Social Acceptance in Physical Education and the Regular Classroom: Perceived Motor Competency and Frequency and Type of Sports Participation. CHILDREN (BASEL, SWITZERLAND) 2023; 10:568. [PMID: 36980126 PMCID: PMC10046933 DOI: 10.3390/children10030568] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/24/2023] [Revised: 03/09/2023] [Accepted: 03/13/2023] [Indexed: 03/19/2023]
Abstract
This study examined relations of primary school children's perceived physical competence and sports participation (frequency and type) with social acceptance in the regular classroom and physical education (PE) and whether these relations differed depending on the type of sport children participated in (team vs. individual sports). In total, 182 children (48.9% boys, mean age 9.90 years, SD = 1.23) filled out questions on their perceived physical competence and sports participation and indicated three peers with whom they liked/disliked working in PE and the regular classroom. Multilevel structural equation models in Mplus showed that frequency of sports participation was positively related to social acceptance in the context of PE. Additionally, for children in team sports, the frequency of sports participation was related to their social acceptance in PE, whereas for children in individual sports, perceived physical competence was related to social acceptance in PE. No relations were found in the regular classroom. Relations of perceived physical competence and sports participation with social acceptance seem to depend on the school context and the type of sport involved. In designing PE classrooms, children's physical competence and sports participation seem essential factors to take into account to provide all children with positive social experiences.
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Affiliation(s)
- Anne G. M. de Bruijn
- Faculty of Behavioural and Movement Sciences, Vrije Universiteit Amsterdam, 1081 HV Amsterdam, The Netherlands
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Wang C, Omar Dev RD, Soh KG, Mohd Nasirudddin NJ, Yuan Y, Ji X. Blended learning in physical education: A systematic review. Front Public Health 2023; 11:1073423. [PMID: 36969628 PMCID: PMC10034186 DOI: 10.3389/fpubh.2023.1073423] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/18/2022] [Accepted: 02/16/2023] [Indexed: 03/11/2023] Open
Abstract
This review aims to provide a detailed overview of the current status and development trends of blended learning in physical education by reviewing journal articles from the Web of Science (WOS) database. Several dimensions of blended learning were observed, including research trends, participants, online learning tools, theoretical frameworks, evaluation methods, application domains, Research Topics, and challenges. Following the guidelines of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA), a total of 22 journal articles were included in the current review. The findings of this review reveal that the number of blended learning articles in physical education has increased since 2018, proving that the incorporation of online learning tools into physical education courses has grown in popularity. From the reviewed journal articles, most attention is given to undergraduates, emphasizing that attention in the future should be placed on K-12 students, teachers, and educational institutions. The theoretical framework applied by journal articles is also limited to a few articles and the assessment method is relatively homogeneous, consisting mostly of questionnaires. This review also discovers the trends in blended learning in physical education as most of the studies focus on the topic centered on dynamic physical education. In terms of Research Topics, most journal articles focus on perceptions, learning outcomes, satisfaction, and motivation, which are preliminary aspects of blended learning research. Although the benefits of blended learning are evident, this review identifies five challenges of blended learning: instructional design challenges, technological literacy and competency challenges, self-regulation challenges, alienation and isolation challenges, and belief challenges. Finally, a number of recommendations for future research are presented.
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Intervention Programme Based on Self-Determination Theory to Promote Extracurricular Physical Activity through Physical Education in Primary School: A Study Protocol. CHILDREN 2023; 10:children10030504. [PMID: 36980062 PMCID: PMC10047147 DOI: 10.3390/children10030504] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/27/2023] [Revised: 02/26/2023] [Accepted: 02/28/2023] [Indexed: 03/08/2023]
Abstract
Low levels of physical activity (PA) are a concern among students, producing negative physical, health and mental consequences. This study aims to present a protocol intervention in physical education (PE) based on self-determination theory (SDT) to enhance students’ motivation towards performing PA and increasing their PA levels in their leisure time. This protocol is a convenience study with two allocation arms (intervention group versus control group). SDT-based motivational strategies will be carried out and co-created with PE teachers to increase motivation and out-of-school PA levels. Data collection will be conducted three times: before the intervention, after the intervention (four months after baseline) and at the end of the intervention (retention measurement, seven months after baseline). The measures will assess perceived teacher support for PA, motivation towards PA, intention to be physically active, PA levels, engagement in PE and academic performance. Overall, this intervention programme is expected to increase students’ autonomous motivation for PA and their PA levels in their free time. This intervention might encourage teachers to establish strategies and resources to increase their students’ adaptive outcomes.
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Mota J, Martins J, Onofre M. Portuguese Physical Literacy Assessment Questionnaire (PPLA-Q) for Adolescents: Validity and Reliability of the Psychological and Social Modules using Mokken Scale Analysis. Percept Mot Skills 2023; 130:958-983. [PMID: 36861939 DOI: 10.1177/00315125231159688] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/03/2023]
Abstract
We examined the construct validity and reliability of the previously developed Psychological and Social modules of the Portuguese Physical Literacy Assessment Questionnaire (PPLA-Q) using Mokken Scale Analysis in a sample of 508 Portuguese adolescents in public schools in Lisbon. We used a retest subsample (n = 73) to calculate the Intraclass Correlation Coefficient. Eight PPLA-Q scales can be interpreted as moderate-to-strong Mokken scales (H = .47-.66) with good total-score reliability (ρ = .83-.94), and moderate-to-excellent test-retest reliability (ICC95%CI = .51-.95); four scales had an interpretable invariant item ordering. All but the Physical Regulation scale functioned similarly across sex. Scale-scores correlated as expected, with low-to-moderate correlations across domains supporting convergent and discriminant validity. These results support the construct validity and reliability of the PPLA-Q to assess the psychological and social domains of physical literacy in Portuguese adolescents (15-18 years) enrolled in physical education.
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Affiliation(s)
- João Mota
- Centro de Estudos de Educação, Ringgold ID: 70882Faculdade de Motricidade Humana, Universidade de Lisboa, Estrada da Costa, Cruz-Quebrada-Dafundo, Oeiras, Portugal.,UIDEF, Instituto de Educação, Universidade de Lisboa, Alameda da Universidade, Lisbon, Portugal.,School of Education, Sports Studies and Physical Education Programme, University College Cork, Cork, Ireland
| | - João Martins
- Centro de Estudos de Educação, Ringgold ID: 70882Faculdade de Motricidade Humana, Universidade de Lisboa, Estrada da Costa, Cruz-Quebrada-Dafundo, Oeiras, Portugal.,UIDEF, Instituto de Educação, Universidade de Lisboa, Alameda da Universidade, Lisbon, Portugal
| | - Marcos Onofre
- Centro de Estudos de Educação, Ringgold ID: 70882Faculdade de Motricidade Humana, Universidade de Lisboa, Estrada da Costa, Cruz-Quebrada-Dafundo, Oeiras, Portugal.,UIDEF, Instituto de Educação, Universidade de Lisboa, Alameda da Universidade, Lisbon, Portugal
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Deng A, Zarrett N, Sweeney AM, Moon J. The influence of social support, social affiliation and intrinsic motivation for increasing underserved youth's physical activity: A social climate-based intervention study. J Sports Sci 2023; 41:502-511. [PMID: 37322573 PMCID: PMC10529264 DOI: 10.1080/02640414.2023.2225020] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/19/2022] [Accepted: 06/05/2023] [Indexed: 06/17/2023]
Abstract
The purpose of this study was to investigate the influences of intrinsic motivation, social affiliation orientations and reciprocal social support for physical activity (PA) on underserved youths' afterschool period moderate-to-vigorous (MVPA) changing trajectories across the 16-week Connect through PLAY intervention, a social-motivational climate intervention. A total of 113 youth (61.06% African American, 56.64% girls) provided full data. Youths' intrinsic motivation, social affiliation orientations and social support were measured by youth responses to a set of surveys at baseline and post-intervention. Youths' afterschool period MVPA was measured using data from 7-day ActiGraph accelerometer wear at baseline, midpoint and post-intervention. Hierarchical linear modelling analysis found that youth daily afterschool period (3pm-6pm) MVPA increased, on average, 37.94 min across the 16-week intervention. Increases in intrinsic motivation, social affiliation orientations and social support were positive predictors of youth afterschool MVPA changing trajectory. The findings clarify the contributions that a social-motivational climate intervention can have on youth afterschool period MVPA through increasing youth intrinsic motivation, social affiliation and reciprocal social support.
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Affiliation(s)
- Anqi Deng
- Department of Psychology, University of South Carolina, Columbia, SC, USA
| | - Nicole Zarrett
- Department of Psychology, University of South Carolina, Columbia, SC, USA
| | | | - Jongho Moon
- Department of Psychology, University of South Carolina, Columbia, SC, USA
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Leo FM, López-Gajardo MA, Rodríguez-González P, Pulido JJ, Fernández-Río J. How class cohesion and teachers' relatedness supportive/thwarting style relate to students' relatedness, motivation, and positive and negative outcomes in physical education. PSYCHOLOGY OF SPORT AND EXERCISE 2023; 65:102360. [PMID: 37665833 DOI: 10.1016/j.psychsport.2022.102360] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/29/2022] [Revised: 12/05/2022] [Accepted: 12/05/2022] [Indexed: 09/06/2023]
Abstract
The main goal of this study was to examine the links between class cohesion and teachers' relatedness teaching style with students' relatedness needs, motivation, and positive and negative outcomes in Physical Education. A total of 1294 students 10-18 years old (M = 14.40, SD = 1.99), 613 males (M = 14.48, SD = 1.95) and 681 females (M = 14.33, SD = 2.02), agreed to participate. They were enrolled in 88 classes belonging to 13 different primary and secondary schools in southwestern Spain. The study followed a correlational research design. Results of the multilevel path model showed a positive relationship between teachers' relatedness support and class cohesion and behavioral and emotional engagement through relatedness need satisfaction and autonomous and controlled motivation. Results also showed a positive relationship between teachers' relatedness thwarting and disruptive behaviors and problematic relationships through relatedness need frustration and amotivation. In conclusion, teachers' relatedness behaviors and class cohesion can significantly impact the students' relatedness and motivation, which in turn will affect their engagement and behaviors. A whole cascade of consequences begins with the way teachers teach and the cohesion generated in class. These first steps cannot be overlooked.
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Affiliation(s)
- Francisco M Leo
- Departamento de Didáctica de la Expresión Musical, Plástica y Corporal, Facultad de Formación del Profesorado, Universidad de Extremadura, Av. de la Universidad, s/n, 10003, Cáceres, Spain.
| | - Miguel A López-Gajardo
- Departamento de Didáctica de la Expresión Musical, Plástica y Corporal, Facultad de Ciencias del Deporte, Universidad de Extremadura, Av. de la Universidad, s/n, 10003, Cáceres, Spain
| | - Pablo Rodríguez-González
- Departamento de Ciencias de la Educación, Facultad de Formación del Profesorado y Educación, Universidad de Oviedo, Campus de Llamaquique C/ Aniceto Sela, s/n, 33005, Oviedo, Spain
| | - Juan J Pulido
- Departamento de Didáctica de la Expresión Musical, Plástica y Corporal, Facultad de Educación, Universidad de Extremadura, Av. de Elvas, s/n, 06006, Badajoz, Spain
| | - Javier Fernández-Río
- Departamento de Ciencias de la Educación, Facultad de Formación del Profesorado y Educación, Universidad de Oviedo, Campus de Llamaquique C/ Aniceto Sela, s/n, 33005, Oviedo, Spain
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Son WH, Yang JY. High-School Students’ Continuous Engagement in Taekwondo Activity. EUROPEAN JOURNAL OF PSYCHOLOGY OPEN 2023. [DOI: 10.1024/2673-8627/a000032] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/19/2023]
Abstract
Abstract: Background: Previous research has not investigated why and how adolescents decide to continuously engage in Taekwondo activity, which, based on self-determination theory, has positive effects on diverse (physical, psychological, social) aspects. This study examines the structural relationship between three psychological needs (autonomy, competence, relatedness), intrinsic motivation, and intentions for Taekwondo activity continuity among high-school students participating in Taekwondo training programs. Methods: High-school students (130 males, 110 females) representing multiple nationalities participated in Taekwondo lessons for one session. During the last session class, they completed three questionnaires, and the collected data were analyzed using structural equation modeling. Results: The results revealed that the satisfaction of three psychological needs was positively and directly associated with intrinsic motivation at a statistically significant level. Additionally, intrinsic motivation directly and positively contributed to intentions for Taekwondo activity continuity and mediated the relationship between the satisfaction of psychological needs and intentions to continue Taekwondo at levels of statistical significance. Discussion: The findings indicate that, if high-school students meet three psychological needs during Taekwondo classes, they are likely to internalize positive feelings such as interest, enjoyment, and satisfaction. Further, intrinsically motivated students would be highly willing to continually engage in Taekwondo activity.
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Affiliation(s)
- Won Ho Son
- Department of Recreation and Leisure Sports, Dankook University, Cheonan-si, Chungnam, Republic of Korea
| | - Jae Young Yang
- College of Sport Science, Sungkyunkwan University, Suwon, Gyeonggi-do, Republic of Korea
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The Effect of the Motivational Climate on Satisfaction with Physical Education in Secondary School Education: Mediation of Teacher Strategies in Maintaining Discipline. Behav Sci (Basel) 2023; 13:bs13020178. [PMID: 36829407 PMCID: PMC9952606 DOI: 10.3390/bs13020178] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/05/2023] [Revised: 01/23/2023] [Accepted: 02/14/2023] [Indexed: 02/18/2023] Open
Abstract
The objective of this study was to analyze the mediating role of strategies to maintain classroom discipline between the motivational climate generated by the teacher and the students' satisfaction with physical education classes. The research design was observational, descriptive, cross-sectional, and non-randomized. In total, 2147 secondary school physical education students participated (Mage = 15.05; SD = 1.45) (male = 1050; female = 1097). A structural equation model was calculated with latent variables controlled by the teacher's sex and time of service and using the scales of the motivational climate, the teacher's strategies for maintaining classroom discipline, and the students' satisfaction with physical education classes. The results from the model highlight the importance of intrinsic strategies in maintaining discipline; these act as a mediator between the motivational climate towards learning and the students' satisfaction with physical education classes. In addition, the findings reveal the influence of a performance-oriented climate in predicting boredom in a class when the teacher shows an indifference towards maintaining discipline.
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Cheon SH, Reeve J, Marsh HW. Autonomy-Supportive Teaching Enhances Prosocial and Reduces Antisocial Behavior via Classroom Climate and Psychological Needs: A Multilevel Randomized Control Intervention. JOURNAL OF SPORT & EXERCISE PSYCHOLOGY 2023; 45:26-40. [PMID: 36634307 DOI: 10.1123/jsep.2021-0337] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/23/2021] [Revised: 12/02/2022] [Accepted: 12/06/2022] [Indexed: 06/17/2023]
Abstract
Autonomy-supportive teaching increases prosocial and decreases antisocial behavior. Previous research showed that these effects occur because autonomy-supportive teaching improves students' need states (a student-level process). However, the present study investigated whether these effects also occur because autonomy-supportive teaching improves the classroom climate (a classroom-level process). Teachers from 80 physical education classrooms were randomly assigned to participate (or not) in an autonomy-supportive teaching intervention, while their 2,227 secondary-grade students reported their need satisfaction and frustration, supportive and hierarchical classroom climates, and prosocial and antisocial behaviors at the beginning, middle, and end of an academic year. A doubly latent, multilevel structural equation model showed that teacher participation in the intervention (experimental condition) increased class-wide need satisfaction, a supportive climate, and prosocial behavior and decreased class-wide need frustration, a hierarchical climate, and antisocial behavior. Together, greater collective need satisfaction and a more supportive climate combined to explain increased prosocial behavior, while lesser need frustration and a less hierarchical climate combined to explain decreased antisocial behavior. These classroom climate effects have been overlooked, yet they are essential to explain why autonomy-supportive teaching improves students' social functioning.
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Affiliation(s)
- Sung Hyeon Cheon
- Department of Physical Education, Korea University, Seoul,Republic of Korea
| | - Johnmarshall Reeve
- Institute for Positive Psychology and Education, Australian Catholic University, Sydney, NSW,Australia
| | - Herbert W Marsh
- Institute for Positive Psychology and Education, Australian Catholic University, Sydney, NSW,Australia
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Shang C, Moss AC, Chen A. The expectancy-value theory: A meta-analysis of its application in physical education. JOURNAL OF SPORT AND HEALTH SCIENCE 2023; 12:52-64. [PMID: 35051641 PMCID: PMC9923428 DOI: 10.1016/j.jshs.2022.01.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 07/30/2021] [Revised: 11/13/2021] [Accepted: 12/08/2021] [Indexed: 06/14/2023]
Abstract
BACKGROUND The purpose of motivating students is to enhance their learning achievement. The expectancy-value theory (EVT) has demonstrated its efficacy in motivating students in classrooms and in gymnasia. Understanding student motivation in physical education is needed. This meta-analysis review aimed to reveal the determinants and functions of EVT by evaluating the evidence in physical education research. METHODS We followed the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) guidelines to identify and meta-analyze the current research literature published from January 2010 to December 2020 by generating and analyzing the effect sizes from the studies. RESULTS A total of 31 studies were included. The results show that social support, motivation of teachers and peers, and positive class climate can predict student EVT motivation. EVT motivation predicts student learning behaviors, situational interests, fitness performance, health behavior function, out-of-school physical activity, and physical skill development. CONCLUSION EVT motivation could facilitate learning behaviors and situational interest development in the gymnasium. It might lead to fitness enhancement, health behavior change, out-of-school physical activity participation, and physical skill development. Fostering a learning environment with a mastery-centered and/or student autonomy approach where students perceived success and the task values can enhance and maximize student EVT motivation and learning achievement.
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Affiliation(s)
- Chaojie Shang
- Department of Kinesiology, University of North Carolina at Greensboro, Greensboro, NC 27412, USA.
| | - Alexander Clayton Moss
- Department of Kinesiology, University of North Carolina at Greensboro, Greensboro, NC 27412, USA
| | - Ang Chen
- Department of Kinesiology, University of North Carolina at Greensboro, Greensboro, NC 27412, USA
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Behzadnia B, FatahModares S. A self-support approach to satisfy basic psychological needs during difficult situations. MOTIVATION AND EMOTION 2023; 47:61-83. [PMID: 36039331 PMCID: PMC9401200 DOI: 10.1007/s11031-022-09968-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/08/2022] [Indexed: 02/02/2023]
Abstract
We tested whether a self-support approach to satisfy basic psychological needs to increase students' basic need satisfaction, mindfulness, and subjective vitality, and decrease their need frustration, coronavirus, and test anxiety during the novel coronavirus and university final exams. Three hundred and thirty students (M age = 21.45, SD = 2.66) participated in this 6-day long experimental study and they were randomly allocated to either experimental (self-support approach, n = 176) or control (no-intervention) condition. Students completed the targeted questionnaires at the beginning (first day of the university final exams, Time 1) middle (3 days after the beginning of the study, Time 2), and the end of study (6 days after the beginning of the study, Time 3). Compared to students in the control condition, students in the experimental condition reported higher need satisfaction, mindfulness, subjective vitality, and lower need frustration, coronavirus, and test anxiety. Through a path analysis, the experimental condition predicted positively students higher need satisfaction, which in turn, predicted their higher subjective vitality, and lower coronavirus and test anxiety at Time 3. Results highlighted the importance of a self-support approach on students' outcomes during difficult situations, that have implications for theory and practice.
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Affiliation(s)
- Behzad Behzadnia
- Department of Motor Behavior, Faculty of Sport Science and Physical Education, University of Tabriz, 29 Bahman Blv, Tabriz, East Azarbaijan Iran
| | - Saeideh FatahModares
- Department of Sport Management, Faculty of Sport Science and Physical Education, Urmia University, Urmia, Iran
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