Eagerness for Physical Activity Scale: Theoretical background and validation

Students' experience of being seen by their physical education teachers and associated factors

Background

The experience of being seen by physical education (PE) teachers is an important pedagogical term in school settings, and is closely related to the theory of recognition pedagogy and self-determination theory. However, very few studies have been conducted concerning this term, and extant research has typically been based on small sample sizes, and thus is unlikely to be extrapolated to other contexts.

Purpose

The aim of the study was to examine the extent to which students experience being seen by their PE teachers, which factors constitute the phenomenon of being seen as a pedagogical term, and how these factors correlate with students' experience of being seen by their PE teachers. This is the first study to identify factors that constitute the pedagogical term being seen, and uses a quantitative design.

Method

A questionnaire was developed on the basis of theory and previous research, and data from 412 students were collected. Principal component analysis was conducted to examine the dimensionality of the questions and which factors could be associated with being seen. From this, indexes were subsequently created for each factor. The association between these factors and the experience of being seen was determined using Spearman's correlation test.

Results

The results showed that 76.2% of the students reported being seen by the teacher in PE, while 7.8% reported not being seen, and 16.1% of the students neither disagreed nor agreed to being seen by the teacher in PE. The factor analysis indicated that being seen may be related to students' experience of the following: being able to display their skills; the teacher's caring behavior; feedback from the teacher; dialogue with the teacher; and evaluation and goals. The correlation analysis showed that these five factors correlated significantly at a medium level with the students' experience of being seen by their PE teacher.

Conclusion

The results point toward the importance of PE teachers giving their students opportunities to display their skills, providing the students with feedback through good dialogue, showing them that their teachers care, and involving students in evaluation and establishing goals in PE.

Effects of Attitude, Motivation, and Eagerness for Physical Activity among Middle-Aged and Older Adults

Background

Although physical activity (PA) is a noninvasive and cost-effective method of improving the quality of health, global statistics show that only a few middle-aged and older adults engage in the recommended PAs. This is due to a lack of motivation and companionship.

Objective

This study analyses the attitudes and self-determined motivation of Chinese middle-aged and older adults for PAs and their eagerness to participate in PAs such as sports, exercise, and recreational and cultural activities (RCAs), from attitudinal, eagerness, and motivational objectives of PAs perspective.

Methods

A cross-sectional study was carried out on 840 middle-aged (35-54 years) and older adults (55+ years). To determine their attitude, eagerness, and self-determined motivation for PA, we used attitudinal, Eagerness for Physical Activity Scale (EPAS), and Situational Motivational Scale (SIMS). The data were analyzed with SPSS 23.0.

Results

The results show that 39.1% of the participants were not satisfied with PAs. Compared with females, males reported a less positive attitude towards PAs. Moreover, a positive attitude decreases with age. Participants' motivation and eagerness in activities such as RCAs, exercise, and sports are decreasing. Regarding self-determined motivation, there are gender differences in RCAs, but there is none for exercise and sports participation.

Conclusion

The findings show the importance of RCAs and the support of family and friends enhancing the eagerness, attitude, and motivation to participate in PAs. Furthermore, the findings can help to create more effective PA programs for middle-aged and older adults. By engaging in RCAs, participants can reap the benefits of PAs. Participating in RCAs can lead to social equity in health.

Trajectories of Physical Activity Among Adolescents in the Transition From Primary to Secondary School

Research on physical activity (PA) behavior reveals an overall decrease worldwide from early childhood and throughout adulthood. The ability to illuminate which factors promote activity for whom and in which phase of life, therefore, becomes a key concept in extending our understanding of individuals' physical activity trajectories. Accordingly, this study investigates latent trajectories of objectively measured PA in adolescents (n = 306) over 3 years from ages 13 to 15. Further, it was tested whether eagerness for physical activity, perceived athletic competence, and parental support were associated with the different trajectories of PA. Latent class growth analysis revealed two PA trajectories (trajectory 1: "decrease from very high" and trajectory 2: "steeper decrease from high"). Trajectory 1 had a higher PA level at baseline and less PA decline than trajectory 2. Trajectory 1, "decrease from very high," was associated with higher levels of eagerness for physical activity and perception of competence at all three time points. Furthermore, the effect size of differences between trajectory 1, "decrease from very high," and trajectory 2, "steeper decrease from high," increased from baseline (age 13, seventh grade) to posttest (age 15, ninth grade). This finding indicates a stronger experience of PA as enjoyable, personally relevant, and self-confirming behavior (i.e., "I regard myself as a person who exercises") within the most active adolescents and even stronger as they get older. Consistent with previous research, the PA level declined from seventh to ninth grade. Being more eager for PA and perceiving oneself more as athletically competent is related to higher levels of PA. This highlights the importance of optimizing environmental factors that increase adolescents' experience of eagerness for physical activity and physical athletic competence.

Does Eagerness for Physical Activity Matter? The Association Between Eagerness and Physical Activity Among Adolescents

This study investigated the association between perceived parental support and eagerness for physical activity (EPA) among adolescents, and the association between EPA and physical activity. We further examined whether perceived athletic competence (PAC) mediates a presumed association between EPA and physical activity level, when controlling for gender. This study included 320 adolescents (aged 12-13) from 18 schools in two medium-sized Norwegian municipalities. Questionnaires and accelerometers were assessed during spring 2017. Structural equation modeling was applied to examine the associations. Standard regression coefficients are presented. Data demonstrated that perceived parental support was positively associated with EPA (β = 0.52), and eagerness was positively associated with PAC (β = 0.52). Both EPA (β = 0.20) and PAC (β = 0.24) were also positively associated with moderate to vigorous physical activity (MVPA). When mediating the relationship between EPA and MVPA, through PAC, the effect on MVPA increased (from β = 0.20 to β = 0.32). Analysis revealed that 87% of the adolescents fulfilled the national health recommendations for physical activity. This study highlights the relevance of EPA and PAC in studies of physical activity among adolescents, and the impact of perceived parental support for adolescents' EPA and physical activity level.