Effect of autonomy support and dialogic learning on school children's physical activity and sport

The Influence of Perceived Autonomy Support on Physical Activity Among High School Students: The Mediating Roles of Basic Psychological Needs

Parental and peer support has been documented as an important factor in physical activities among high school students. Likewise, coach support has an important impact on physical activity among high school students. Meanwhile, many studies show that basic psychological needs have an essential effect on perceived autonomy and physical activity. As such, this study, using self-determination theory, aimed to explore the mediating role of basic psychological needs on physical activity among high school students in China. The Sport Climate Questionnaire, Psychological Need Satisfaction in Exercise Scale-Physical Activity, and the three-item Physical Activity Rating Scale-3 were employed to gauge responses from 736 high school students (15-18 years old). A structural equation model was employed to test the mediating effect. The researchers found a significant positive effect of perceived coach support on basic psychological need satisfaction. Basic psychological need satisfaction was also found to be a significant predictor of physical activity. Surprisingly, the results showed that perceived coach support negatively influences physical activity. As such, an indirect mediating effect is established. Basic psychological needs had an indirect mediating effect and could reduce the negative effect of coach support on physical activity engagement.

Interpersonal Perfectionism and Perceived Control's Influence on the Continuity of Sports Practice in Adolescents

Based on the theory of planned behavior, the objective was to test a theoretical model that explains the intention to continue practicing sports among adolescents currently involved in sports practice in Mexicali based on factors that generate perceived social pressure to be perfect (perceived descriptive norm) and that lead to internal factors of perceived control (perceived competence, general self-concept, and enjoyment). A battery of questionnaires that measured the study variables was applied to 195 adolescent athletes of both sexes. The causal model with observed variables rejected part of the hypothesis since the athletes' perception that their parents impose high performance expectations on them and that they criticize them when these expectations are not achieved was not associated with the athletes' perceived competence. Meanwhile, perceived coach pressure was positively associated with perceived competence, suggesting that it may be adaptive. This also suggests that perceived competence favors the intention to continue practicing sports both directly and indirectly through self-concept and enjoyment. In conclusion, boys involved in sports will have the intention to continue practicing if they perceive that their closest social references demand that they be perfect in the sport and when they perceive themselves to be able to do it effectively. Meanwhile, girls will have the intention to continue in sports practice if, in addition, they have a better general self-concept and enjoy the activity. Therefore, an important task for coaches, in order to encourage the continuation of sport in adolescents, is to promote the perception of qualities, skills and abilities toward sport.

A research synthesis on successful educational practices and student outcomes for physical education in schools

Although successful educational practices (SEPs) in higher education institutions have well-established student outcomes, the vast majority do not meet physical education standards in schools. Despite the promising nature of policy initiatives supporting schools, there is scant evidence of how these SEPs affect student outcomes. This review aimed to determine the status of the literature and the type of evidence regarding school SEPs. Several studies have demonstrated that these SEPs contribute directly or indirectly to improving student outcomes. Three objectives were examined and synthesized in our review of SEP research findings. The first goal is to identify different types of impacts on students in schools. The second goal is to provide educators, principals, and policymakers with a unified and comprehensive framework. Lastly, we provide suggestions for future SEP research. The review identified 45 studies that met our inclusion criteria. Our reviewed studies documented impacts on the individual level. It encompasses both students' instrumental abilities and their sense of self-esteem and motivation. Secondly, improving interpersonal relationships, reducing conflict, and increasing group cohesion are important components at the group level. Finally, there are factors at the community level, including absenteeism reduction, parental involvement, and changes in attitudes toward school. Current research supports the effectiveness of successful school practices. It stresses the importance of implementing policies to maximize student outcomes. Finally, the review concludes by discussing findings implications and future research directions.

The Role of Motivation and Physical Self-Concept in Accomplishing Physical Activity in Primary School Children

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.

It's difficult to say no: Development of a parenting booklet about physical activity restrictions and recommendations in pediatric hemophilia

Physical activity restrictions can be particularly difficult for children with hemophilia and their parents, as most children want to engage in the same activities as their friends or siblings. This study aimed to assess parents' need for a booklet on how to manage physical activity restrictions based on the self-determination theory and gather their suggestions for the booklet's improvement in a focus group. Data were analyzed using thematic analyses to highlight to what extent the needs of parents were met by the booklet, as well as their suggestions for improvement. A discussion on the methodology of the booklet's creation is also presented.

From Physical Activity Intention to Behavior: The Moderation Role of Mental Toughness Among College Students and Wage Earners

This study explored the correlation between mental toughness (MT) and physical activity (PA), and the moderation role between PA intention and subsequent behavior among college students and wage earners. Five hundred ninety-one college students (251 male, 340 female) aged from 19 to 24 and 285 (157 male, 127 female) wage earners aged from 27 to 58 recruited from seven colleges and five cities in China. A Theory of Planned Behavior (TPB) questionnaire, MT Inventory, and the International PA Questionnaire was completed online. Results showed that attitudes, subjective norms, and perceived behavioral control explained 46.5 and 38.3% variance in PA intention among college students and wage earners separately. Intention predicted PA behavior significantly among college students and wage earners. Structural equation modeling indicated that the TPB model and the moderation model have an adequate to good fit except the TPB model among wage earners. MT was positively correlated with PA among college students and wage earners and had a significant moderation role in intention-behavior gap among college students and partially affected the transfer of PA intention to behavior among college students. Individuals with high MT had high levels of PA regardless of intention, while PA of those with low MT was low and unstable. Future research should further explore the correlation between intention and PA and the moderation role of MT in different populations using a longitudinal study in order to better understand the correlation between intention and PA, and the transition from intention to PA and better guidance PA intervention to promote PA.

Satisfaction, Enjoyment and Boredom with Physical Education as Mediator between Autonomy Support and Academic Performance in Physical Education

The purpose of this study was to analyze the mediating effect of satisfaction/enjoyment and boredom between the perception of autonomy support and academic performance in physical education. The sample consisted of 374 girls (M_age = 13.99; SD = 0.30) and 374 boys (M_age = 14.02; SD = 0.33) from the state of Nuevo León, Mexico. The instruments used were the Questionnaire for Autonomy Support in Physical Education (CAA-EF), Sport Satisfaction Intrinsic in Physical Education (SSI-EF) and the physical education performance of the students. The instrument’s validity tests were analyzed using confirmatory procedures. Descriptive, reliability, and validity analyses were carried out for each instrument, and the mediating effect was examined; a mediation analysis was performed using the PROCESS V.3.5 macro. The main results revealed that autonomy support is not a direct indicator of physical education performance, but rather that students must feel satisfied with physical education for there to exist a forecast for a positive physical education performance. Satisfaction with physical education was found to have a mediating effect between autonomy support and physical education performance. However, boredom did not have a mediating effect between autonomy support and the student’s performance in physical education class.