‘I like it’: Exploring teachers' motivation for using classroom-based physical activity in Danish public schools from a self-determination perspective. Results from a mixed methods study

Knudsen, Louise Stjerne; Skovgaard, Thomas; Bredahl, Thomas Viskum Gjelstrup

doi:10.1016/j.tate.2021.103439

Cited by 11 publications

(5 citation statements)

References 55 publications

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“…Because motivation determines the initiation, maintenance, and completion of volitional behaviors, analyzing teachers' qualities of motivation may be important to further understand adherence to implementation and use of CBPA. One study, Knudsen et al (12), applied SDT as a motivational framework to examine teachers' motivations for using CBPA by applying a mixed methods approach. Qualitative interviews highlighted the importance of the teachers experiencing satisfaction of the psychological needs for autonomy, competence, and relatedness (12)(13)(14)17); the quantitative results were descriptive statistics only.…”

Section: Introductionmentioning

confidence: 99%

“…One study, Knudsen et al (12), applied SDT as a motivational framework to examine teachers' motivations for using CBPA by applying a mixed methods approach. Qualitative interviews highlighted the importance of the teachers experiencing satisfaction of the psychological needs for autonomy, competence, and relatedness (12)(13)(14)17); the quantitative results were descriptive statistics only. This indicates a need for quantitative studies that can fill the knowledge gap of correlational and predictive factors for teachers' motivations for use of CBPA.…”

Section: Introductionmentioning

confidence: 99%

“…Hence, the implementation of any school-based initiative ultimately relies on the teacher's acceptance and motivation to change their existing teaching practices. Knowledge about what motivates teachers to incorporate and integrate PA into their day-today teaching is thus of paramount importance for successful implementation (12). Previous research has examined reasons why teachers adopt and continue to use CBPA (13,14).…”

Section: Introductionmentioning

confidence: 99%

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What Motivates Secondary School Teachers to Continue to Use Classroom-Based Physical Activity? A Self-Determination Theory Approach

Reinboth,

Schmidt,

Jonskaas

et al. 2024

Transl J ACSM

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Purpose This study aimed to examine the motivational regulations of secondary school teachers to use classroom-based physical activity (CBPA). Methods A total of 148 secondary school teachers (response rate, 34%) completed a survey including the Behavioral Regulation in Exercise Questionnaire (α = 0.79–0.92), the Intrinsic Motivation Inventory perceived competence (α = 0.85) and perceived autonomy (α = 0.86) subscales, and the perceived relatedness with students scale (α = 0.93). Results English, Norwegian, and mathematics CBPA were used by 13%, 26%, and 22% of respondents, respectively. Thirty-seven percent of the teachers reported using in-class physically active breaks one to four times a week or daily. There was a positive correlation between teachers’ perception of autonomy, competence, relatedness with students, and self-determined regulations for applying CBPA. A stepwise regression analysis showed that identified regulation for CBPA and perceived competence explained 31% of the likelihood of using CBPA in future teaching. Conclusion To improve rates of teachers using CBPA on a regular basis in secondary school, implementers need to focus on strengthening teachers’ personal held values about and perceived competence for using CBPA.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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What Motivates Secondary School Teachers to Continue to Use Classroom-Based Physical Activity? A Self-Determination Theory Approach

Reinboth,

Schmidt,

Jonskaas

et al. 2024

Transl J ACSM

View full text Add to dashboard Cite

show abstract

“…The scientific evidence points to three approaches as the most widely used to promote physical activity in schools (Calella et al, 2020). ( 1) Physically active academic lessons that integrate physical activity with curricular content (Dyrstad et al, 2018), often named movement integration or physical activity in the classroom (Knudsen et al, 2021) (e.g., students must jump a certain number of times to respond to an addition); (2) active transitions that include physical activity when moving from one task to another (Russ et al, 2017;Vazou et al, 2020) (e.g., having students jump around the class before lining up to go to lunch); and (3) active breaks that introduce short periods of physical activity during class (Turner & Chaloupka, 2017) (e.g., having students do squats). Although increasing the number of Physical Education classes is another option, active lessons are presented as a more cost-effective strategy (Teslo et al, 2023).…”

Section: Introductionmentioning

confidence: 99%

The Use of Physically Active Academic Lessons During the Transition to Face-to-Face Classes

Beserra,

Nussbaum,

Navarrete

et al. 2024

Sage Open

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Schools are pivotal stakeholders in increasing the amount of student physical activity, an attribution especially relevant while the COVID-19 pandemic is not overcome. This article evaluates how the use of physically active academic lessons impacted mathematics learning and the amount of physical activity during the transition to face-to-face classes. The objective was also to analyze students, parents, and teachers’ perceptions of this experience. Therefore, for at least 6 weeks in mid-2021, 290 Chilean elementary school students from different schools, together with their 11 teachers, learned and practiced a choreography on geometry during the school routine. Both quantitative and qualitative instruments were used to evaluate this experience. The results from the pre- and post-test showed that students increased their geometry scores significantly ( Z = 13.116, p < .001) by an average of 24.28 percentage points with an increase of 7.33 percentage points if the student attended face-to-face classes. Moreover, the results of the focus groups revealed a positive perception of the experience and increased physical activity. Overall, the study suggests that incorporating physically active academic lessons positively affect both academic performance and students’ physical activity levels during the transition to face-to-face classes.

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“…Improving the quality of education is determined by the readiness of human resources involved in the educational process. Teachers as one of the determinants of the high and low quality of educational outcomes have a strategic position, so every effort to improve the quality of education needs to pay great attention to improving teachers both in terms of quantity and quality (Knudsen et al, 2021). The teacher is a very dominant and most important factor in formal education in general because for students teachers are often used as role models and even become figures of self-identification.…”

Section: Introductionmentioning

confidence: 99%

The Influence of Motivation, Leadership, and Competence on Teacher Performance

Ma'ruf

Aji

Praswara

2022

GRDIS

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The purpose of this study was to examine the influence of teacher motivation (X1), principal leadership (X2), and teacher competence (X3) on teacher performance (Y). The population taken was 79 people and because the population was less than 100 people, the sample taken was the entire population as a total sample, namely all teachers at SMPN 2 Sungguminasa, and a tool to test data analysis using linear regression. The results of this study stated that partially the motivation variable (XI) showed a value of p = 0.001 <0.05, this means that partially the work motivation variable has a significant influence on the performance of SMP Negeri 2 Sungguminasa employees. Partially the leadership variable (X2) shows a value of p = 0.000 < 0.05. This means that partially the variable of workability has a significant employee performance and function at SMP Negeri 2 Sungguminasa. Competence has a significant effect on teacher performance with P = 0.000 < 0.05 with a coefficient value of 0.186. The coefficient shows that the better the level of educators, the better the performance, so the third hypothesis can be concluded that if there is an increase in the level of education and training, it will affect the Performance of the teacher. The variable that has the most dominant influence on teachers at SMP Negeri 2 Sungguminasa is motivation. Motivation and appreciation can encourage teacher performance. Training education is held under their duties and responsibilities, so that it can run effectively as well as efficiently and will make the teacher's performance level higher.

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‘I like it’: Exploring teachers' motivation for using classroom-based physical activity in Danish public schools from a self-determination perspective. Results from a mixed methods study

Cited by 11 publications

References 55 publications

What Motivates Secondary School Teachers to Continue to Use Classroom-Based Physical Activity? A Self-Determination Theory Approach

What Motivates Secondary School Teachers to Continue to Use Classroom-Based Physical Activity? A Self-Determination Theory Approach

The Use of Physically Active Academic Lessons During the Transition to Face-to-Face Classes

The Influence of Motivation, Leadership, and Competence on Teacher Performance

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