Enhancing Student Motivation in College and University Physical Activity Courses Using Instructional Alignment Practices

Kim, MooSong; Cardinal, Bradley J.; Yun, Joonkoo

doi:10.1080/07303084.2015.1085343

Cited by 18 publications

(24 citation statements)

References 25 publications

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“…During each #ubwell PA session, participants were encouraged to be active at their own pace and intensity levels. Feelings of competence could be attributed to participants succeeding through PA skill development and practice (Kim et al, 2015). Additionally, engaging in PA with others promotes relatedness and connections with others.…”

Section: Discussionmentioning

confidence: 99%

“…One SDT sub-theory is the basic psychological needs theory which states that when the essential needs of autonomy, competence, and relatedness are met, then students will be more intrinsically motivated to engage in a particular behavior (e.g., PA). Autonomy is the freedom to make choices, which can be accomplished through providing multiple options and opportunities for students to selfselect activities that interest them (Kim, Cardinal, & Yun, 2015). When students can choose their own physical activities, they feel a sense of ownership and empowerment.…”

Section: Pa Programmingmentioning

confidence: 99%

“…As a result, they experience increased levels of confidence and self-efficacy. Competence can be facilitated with PA skill development through self-selected activities/intensities as well as individualized instruction and feedback (Kim et al, 2015). Relatedness is the feeling of belonging.…”

Section: Pa Programmingmentioning

confidence: 99%

“…When connecting with other people through PA, students feel a sense of belonging and being cared about as an individual. A strategy for promoting relatedness in PA is providing a team atmosphere (e.g., group therapy) and opportunities for socialization in the activity setting (Kim et al, 2015).…”

Section: Pa Programmingmentioning

confidence: 99%

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The Effects of a Physical Activity Program on Mood States in College Students

Powell

Reifsteck

Brown

et al. 2019

Medicine &Amp; Science in Sports &Amp; Exercise

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College students are at risk for adverse mental and physical health. Physical activity (PA) can reduce risks and promote positive mental health; however, less than half (49.9%) of college students meet the American College of Sports Medicine (2017) recommendations for PA. The purpose of this study was to implement and evaluate an evidence-based PA program (#ubwell) designed in collaboration with university counseling services to enhance mood states and promote continued PA in college students. The program was held for 5 weeks. Students (n = 21) completed pre and post measures of perceived health, PA participation, intrinsic motivation, and mood states, and a post program evaluation. Additionally, participants recorded Feeling Scale and Felt Arousal Scale ratings before, during (mid-way) and after each weekly PA session.Results showed intrinsic motivation significantly increased from pre to post (p = .02).Participants experienced increases in positive feelings and energy levels across all PA sessions. However, pre and post measures of perceived health, PA participation, and mood states did not differ. Confounding factors such as participant illness, campus mourning (i.e., deaths of two students the week before), and mid-term/final exams may have influenced results. Possibly, PA provided a coping strategy during those stressful times that maintained mood and PA participation levels. Additional research with larger samples and longer programs may provide greater insight into the benefits of PA programs for mental health and wellness. ACKNOWLEDGMENTS This project is the result of the unwavering support from my family, friends, colleagues, and mentors. I would like to dedicate this work in memory of my father, Robert Wingfield, and my uncle, Bobby Meadows. Their U.S. Army (father) and public education (uncle) service were beacons of dedication, pride, and motivation that inspires me to this day. I also dedicate this to my mother, Margie Wingfield, whose strength, determination, perseverance and love inspire and motivate me. To my sister, Terri Tominich, I am proud of you, I love you, and I appreciate all the support you give me. To my loving, supportive husband, Eric Powell, your patience and gentle nudges were instrumental in keeping me on this path. I love you with all my heart and thank you for

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Section: Discussionmentioning

confidence: 99%

Section: Pa Programmingmentioning

confidence: 99%

Section: Pa Programmingmentioning

confidence: 99%

Section: Pa Programmingmentioning

confidence: 99%

See 2 more Smart Citations

The Effects of a Physical Activity Program on Mood States in College Students

Powell

Reifsteck

Brown

et al. 2019

Medicine &Amp; Science in Sports &Amp; Exercise

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“…La motivación ha sido considerada como un factor clave en la promoción de la participación activa de los estudiantes en la actividad física regular (Kim, Cardinal, y Yun, 2015). Recientes investigaciones han revelado cómo los comportamientos saludables adquiridos en la infancia influyen positivamente en la adolescencia (Nigg y Amato, 2015).…”

Section: Introductionunclassified

Motivación deportiva en la transición de Primaria a Secundaria

Prieto¹,

Huertas‐Delgado

2017

AGORA EFyD

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Resumen. El propósito de este trabajo es comparar la motivación hacia la práctica deportiva de los estudiantes gaditanos de Educación Primaria y Secundaria, con el fin de analizar las diferencias en función del género, del tipo de deporte preferido y de la organización (federada o no) de la práctica deportiva. Participaron 704 estudiantes de entre 9 y 16 años de 6 centros de la provincia de Cádiz, España. Como instrumento se utilizó el cuestionario de "Motivación de Educación Física". Las diferencias en las dimensiones motivacionales se analizaron mediante el test estadístico U de MannWhitney. Los estudiantes de primaria presentaron una mayor motivación intrínseca, regulación identificada y regulación externa y una menor desmotivación que los estudiantes de secundaria. Los resultados muestran que el género, el tipo de deporte y la modalidad de organización deportiva afectan en mayor medida a los adolescentes, presentando éstos unos niveles motivacionales menores que los niños de la escuela primaria. Entre las conclusiones se indica la necesidad de tomar medidas para mantener los niveles motivacionales en Educación Secundaria, focalizando el trabajo en las alumnas, practicantes de deportes individuales y no federados.Palabras clave: motivación; Educación Primaria; Educación Secundaria; deportes colectivos; deportes individuales; deporte federado.Abstract. The purpose of this paper is to compare sport practice motivation of Primary and Secondary education students, and to analyze the differences in relation to gender, their favorite sport and the way its practice is organized (federated or not). 704 students from 6 centers in the province of Cadiz, Spain, participated in this study; they were 9 to 16 years old. Motivation was reported using the

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Quality College and University Instructional Physical Activity Programs Contribute to Mens Sana in Corpore Sano, “The Good Life,” and Healthy Societies

Cardinal

2017

Quest

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Enhancing Student Motivation in College and University Physical Activity Courses Using Instructional Alignment Practices

Cited by 18 publications

References 25 publications

The Effects of a Physical Activity Program on Mood States in College Students

The Effects of a Physical Activity Program on Mood States in College Students

Motivación deportiva en la transición de Primaria a Secundaria

Quality College and University Instructional Physical Activity Programs Contribute to Mens Sana in Corpore Sano, “The Good Life,” and Healthy Societies

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