Motivational processes in physical education and objectively measured physical activity among adolescents

Kalajas-Tilga, Hanna; Koka, Andre; Hein, Vello; Tilga, Henri; Raudsepp, Lennart

doi:10.1016/j.jshs.2019.06.001

Cited by 138 publications

(127 citation statements)

References 43 publications

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“…Other findings support the application of the self-determination model in explaining the antecedents of moderate physical activity in adolescents that are measured objectively. To increase physical activity of adolescents, it must focus on increasing their intrinsic motivation towards physical education and emphasizing the importance of students' intrinsic motivation and meeting their psychological needs in physical education learning (Kalajas-Tilga, Koka, Hein, Tilga, & Raudsepp, 2019). Reducing obesity and increasing physical activity to a moderate degree can predict a short-term reduction in systolic blood pressure that is clinically meaningful for African-American adolescents suffering from obesity.…”

Section: Resultsmentioning

confidence: 99%

Analisis Perbandingan Motivasi Belajar Siswa Dan Intensitas Gerak Pada Model Pembelajaran Taktis Dan Teknis Pada Permainan Invasi

Stephani

Nur

Hambali

et al. 2019

J. pendidik. jasmani olahraga

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This study aims to look at differences in motivation and physical intensity in junior high school students through tactical and technical learning models in invasion games. This study used an experimental method with a post-test control group design. Sample selection using cluster random sampling was chosen to determine the experimental group and the control group. Each class consists of 24 students. From each class 8 students were taken (4 men; 4 women) because of the limited availability of the Polar Global Positioning System (GPS) instrument. Student motivation is measured using a questionnaire. Data is processed using independent sample t-test. The results showed that there were differences in the motivation and intensity of student movements in the tactical and technical learning model groups. The intensity and motivation of students in the tactical learning model group is higher than the technical learning model. The implications of this study can be used as empirical data related to motivation and intensity of movement influenced by tactical learning models in invasion games. So that the achievement of physical fitness can be obtained by taking into account the intensity of student movement during the Physical Education learning objectively.

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Section: Resultsmentioning

confidence: 99%

Analisis Perbandingan Motivasi Belajar Siswa Dan Intensitas Gerak Pada Model Pembelajaran Taktis Dan Teknis Pada Permainan Invasi

Stephani

Nur

Hambali

et al. 2019

J. pendidik. jasmani olahraga

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“…Different research studies have identified motivation in PE lessons as one of the variables that most influences students' intentions to be physically active [21,22]. Self-determination theory (SDT) [23] is one of the most used theories in the PE context to explain the underlying motivational processes in student behavior.…”

Section: Self-determination Theory In Pementioning

confidence: 99%

Can a Hybrid Sport Education/Teaching Games for Understanding Volleyball Unit Be More Effective in Less Motivated Students? An Examination into a Set of Motivation-Related Variables

et al. 2020

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Grounded in Self-Determination Theory (SDT), this study aims to examine whether the effects of a hybrid Sport Education (SE)/Teaching Games for Understanding (TGfU) a volleyball teaching unit were equally effective on a set of SDT-related variables according to students’ initial motivations. A pre-experimental pre-/post-test design without a control group was conducted in a volleyball teaching unit in Physical Education. A final sample of 49 students (M = 15.50, SD = 0.57), in their fourth year of secondary education, participated in a hybrid SE/TGfU volleyball teaching unit composed of 10 lessons. The structure of this unit was designed according to the characteristics of an SE model, while learning tasks were designed using the TGfU model. Different validated questionnaires on basic psychological need (BPN) support and satisfaction, novelty and variety satisfaction, motivation, and intention to be physically active were completed by students. Three different profiles with different Relative Autonomy Index (RAI) levels (i.e., “high”, “moderate”, and “low”) were identified through cluster analysis before starting the intervention. Although the SE/TGfU of a volleyball teaching unit were effective in improving SDT-related variables in the three profiles identified, a large effect size was observed in profiles with a “moderate” or “low” RAI. The hybridization of these two pedagogical models could be a tool for improving motivational outcomes in students who are less motivated in Physical Education lessons.

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“…It has been recognized that physical education (PE) is one of the primary contexts for shaping PA habits for children and youth [7]. Research suggests that students’ perceptions of need-supportive teaching behaviors from their PE teachers are related positively to autonomous motivation for PE [8,9] and subsequently to adaptive outcomes, including higher levels of PA outside school measured via self-reporting [10,11] or objective measures [12,13,14,15]. In contrast, studies suggest that students’ perceptions of controlling teaching behaviors from their PE teachers are related to higher levels of controlled motivation and amotivation for PE [9,16,17] and to subsequent maladaptive outcomes, including higher levels of subjective ill-being [18].…”

Section: Introductionmentioning

confidence: 99%

“…Research conducted in PE has shown that autonomous forms of motivation are associated with a number of adaptive outcomes including positive affect, preference to attempt challenging tasks, greater concentration and effort, and better grades [36,37,38,39]. In addition, higher levels of intrinsic motivation for PE has shown to be related to higher levels of objectively measured daily MVPA in adolescents [15]. On the contrary, a student who is controlled takes part in PE to receive social acceptance or to avoid internal pressures, indicating introjected regulation, or to prevent confrontation with the teacher, reflecting external regulation.…”

Section: Introductionmentioning

confidence: 99%

Perceived Controlling Behaviors of Physical Education Teachers and Objectively Measured Leisure-Time Physical Activity in Adolescents

Koka

Tilga

Kalajas-Tilga

et al. 2019

IJERPH

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The facilitative role of perceived autonomy support from physical education (PE) teachers on adolescents’ leisure-time physical activity (PA) has been supported. This study aimed to examine the mechanism by which perceived controlling behaviors from PE teachers relate to adolescents’ objectively measured leisure-time PA. In a three-wave prospective study, a total of 159 students (64 boys) aged 11 to 19 years old (Mage = 14.94 years; SD = 2.11) completed measures of perceived controlling behavior, frustration of the basic psychological needs, and motivational regulations in PE. One week later, motivational regulations towards leisure-time moderate-to-vigorous PA (MVPA) were assessed. Five weeks later, MVPA was measured using accelerometers (ActiGraph GT3X) during seven consecutive days. Structural equation modeling analysis indicated that perceived controlling behavior predicted students’ frustration of basic psychological needs in PE. The competence need frustration in PE had a negative direct effect on objectively measured MVPA. A significant indirect effect supported the mediating role of competence frustration in PE in the relation between perceived controlling behavior from PE teachers and MVPA in adolescents. Findings suggest that future interventions striving to promote adolescents’ PA engagement in their leisure-time should focus on decreasing controlling behaviors from teachers in PE that may manipulate the teacher–student relation.

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Motivational processes in physical education and objectively measured physical activity among adolescents

Cited by 138 publications

References 43 publications

Analisis Perbandingan Motivasi Belajar Siswa Dan Intensitas Gerak Pada Model Pembelajaran Taktis Dan Teknis Pada Permainan Invasi

Analisis Perbandingan Motivasi Belajar Siswa Dan Intensitas Gerak Pada Model Pembelajaran Taktis Dan Teknis Pada Permainan Invasi

Can a Hybrid Sport Education/Teaching Games for Understanding Volleyball Unit Be More Effective in Less Motivated Students? An Examination into a Set of Motivation-Related Variables

Perceived Controlling Behaviors of Physical Education Teachers and Objectively Measured Leisure-Time Physical Activity in Adolescents

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