Childrenís Perceived Competence and Enjoyment in Physical Education and Physical Activity Outside School

Abstract

This study aimed to examine the relationship of children’s perceived competence in physical education to their enjoyment in the subject, and how boys and girls scoring high and low in enjoyment and perceived competence differed in their levels of physical activity. Year 6 primary school children ( n= 922) completed questionnaires giving their physical activity the previous week, their perceived competence in, and enjoyment of, PE. Employing correlation, multivariate and univariate analysis of variance techniques, the results indicated moderate positive and significant relationships between enjoyment in PE and perceived competence in PE for the whole sample ( r= .39, p< 0.001). Children of high perceived competence participated in significantly more physical activity (quantity and intensity) outside school than those of low perceived competence, but there was no difference in enjoyment levels and quantityof physical activity. The boys scored higher than the girls on time spent on physical activity,on perceived competence and enjoyment. Motivation theory is utilized to examine the relationship of perceived competence and enjoyment in physical education to physical activity outside school.

Relational Efficacy Beliefs in Physical Activity Classes: A Test of the Tripartite Model

“…In short, we 7 hypothesized that self-efficacy would predict enhanced achievement in physical activity classes, 8 not only directly but also indirectly via improvements in effort and enjoyment. Physical activity 9 research in high school and college contexts indicates that students' perceptions of their own 10 ability may shape their enjoyment (pathway 9; e.g., Carroll & Loumidis, 2001) and effort 11 (pathway 10; e.g., Chase, 2001; Taylor & Lonsdale, 2010) in their classes. In turn, high levels of 12 effort (e.g., Boiché, Sarrazin, Grouzet, Pelletier, & Chanal, 2008) and enjoyment/satisfaction 13 (e.g., Theodorakis, 1995) have been linked to optimal achievement in physical activity class 14 settings (pathways 11 & 12).…”

Efecto de una unidad didáctica basada en juegos competitivos en la motivación, necesidades psicológicas básicas y disfrute en alumnado de Educación Primaria

“…Respecto al grupo experimental, aumenta la MI, la COMP y el DISF de manera global, resultados acordes con los de Trigo-Oroza, et al, Respecto a la ME y DESM disminuyen, al contrario que la RELAC y la AUT que sube de manera global. Estos resultados concuerdan con los obtenidos Trigo-Oroza, et al, Consideramos pues que estos resultados deberían ser tenidos en cuenta ya que la satisfacción de las necesidades psicológicas básicas (RLAC, AUT y COMP), repercute positivamente en la MI y esta puede influir la adherencia a la práctica deportiva de manera positiva (Carrol y Loumidis, 2001). Por los resultados obtenidos, debemos aceptar la primera hipótesis del trabajo y parcialmente la segunda.…”

Effects of School-Based Physical Activity Program on Students’ Moderate-to-Vigorous Physical Activity and Perceptions of Physical Competence

“…Finally, it was not expected that gender difference in relation to perceived physical competence [20][21][22] and MVPA 33,34 would only be found within intervention group after one year of program, with boys scoring higher than girls in physical competence. A possible reason can be that the particular data was collected in relatively small towns, where walking, biking, and than Grade 8 students only in MVPA at the second measurement phase.…”

“…The current study therefore, was designed to investigate the relationships of MVPA and physical competence associations with BMI and PE assessments. Physical competence and MVPA related differences in gender, BMI, and PE assessments were examined, since boys have previously been shown to be more physically active, 33,34 report higher physical competence than girls, [20][21][22] in addition to age, 33,34 higher BMI, 23 and lower PE assessment 25 related declines in MVPA participation and physical competence.…”

“…throwing basketball from different distances), selected their own teammates in order to promote social interaction, led activities, and were praised for exerting effort and participating in both the class and out-ofschool physical activities, evaluated themselves based on self-referenced criteria, dictated the pace of learning based on their needs and interests, and decided when to move on to the next drill. 18 Typically, boys score higher than girls in physical competence, [20][21][22] and students with low BMI have higher perceptions of physical competence. 23 In addition, PE has regularly been evaluated in Finnish schools using graded assessments from failed (4) to excellent (10).…”