Relationships Between Health-Related Fitness Knowledge, Perceived Competence, Self-Determination, and Physical Activity Behaviors of High School Students

Abstract

The purpose of this study was (a) to test a hypothesized model of motivation within the context of conceptual physical education (CPE), and (b) to explore the strength and directionality of perceived competence for physical activity as a possible mediator for health-related fitness knowledge (HRFK) and physical activity behaviors. High school students (N = 280) at the end of a CPE course completed the following: Behavioral Regulation in Exercise Questionnaire–2, Godin Leisure–Time Exercise Questionnaire, Perceived Competence Scale, and a HRFK Questionnaire. Structural equation modeling analysis was used to explore the relationships between the variables of HRFK, perceived competence, motivation, and physical activity. The analysis resulted in a modified model that showed a relationship between perceived competence and physical activity, mediated by introjected and identified regulation. A relationship also existed between HRFK and external regulation indicating students felt controlled. Suggested value-promoting activities could help students value concepts being taught.

The Impact of Flipped Learning on Cognitive Knowledge Learning and Intrinsic Motivation in Norwegian Secondary Physical Education

“…We have run the appropriate correlational analysis and have found no significant correlations between any types of motivation and HRFK. This is in line with research from Sun and Chen [55], who found no relationship between motivation and knowledge learning, and at odds with research that has found a relationship between cognitive knowledge and autonomous motivation [56], and between HRFK and controlled motivation [104]. Sun and Chen [55] explain the lack of connection between motivation and knowledge learning in traditional PE in terms of it being centered on "happy, busy, good", which might be motivating, but not lead to learning achievement.…”

“…If this were the case, it would be beneficial to increase HRFK in order to achieve the goal of life-long participation in PA [1], and achieve some of the documented health benefits following PA [7]. However, findings in previous studies are not in agreement about the relationship between HRFK and PA, with some finding a positive relationship [105], and others finding no significant relationship [104]. It, therefore, seems unclear what the practical implications of increasing HRFK are [106].…”

Perceived coach supports and at-risk boys’ motivation at a summer sports camp: A commonality analysis

“…The BREQ-2 has been validated among a variety of populations. 12,38,39 For example, Haslem et al. 12 found that the instrument demonstrated acceptable construct validity (CFI = .93, SRMR = .07, and RMSEA = .07) and scale reliability ( α s = .77–.90) among 280 high school physical education students.…”

“…12,38,39 For example, Haslem et al. 12 found that the instrument demonstrated acceptable construct validity (CFI = .93, SRMR = .07, and RMSEA = .07) and scale reliability ( α s = .77–.90) among 280 high school physical education students. Due to our small sample size, we were not able to examine construct validity of the scales, but their reliability values were all acceptable ( α s = .73–.86).…”

“…The three categories of motivation have differential impacts on individuals’ participation in physical activity. 7 Empirical evidence 8–12 from across research settings testifies that ATM tends to bring about positive impacts on individuals’ participation, satisfaction, attitudes, and psychomotor learning, while CTM and AM often generate negative impacts on effort, attitudes, and participation. For example, in a sport setting Pulido et al.…”