Sport Education and social goals in physical education: relationships with enjoyment, relatedness, and leisure-time physical activity

Wallhead, Tristan; Garn, Alex C.; Vidoni, Carla

doi:10.1080/17408989.2012.690377

Cited by 98 publications

(89 citation statements)

References 40 publications

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“…Nielsen et al (2014) compared the experiences and motivation associated with football and spinning and found that participating in a team game satisfied the basic psychological needs for feelings of competence and relatedness to others more than individual fitness activities in a male sample. This finding is supported by studies linking psychological need satisfaction to motivation (Jõesaar, Hein, & Hagger, 2011) and enjoyment (Quested, et al, 2013), as well as social affiliation (Wallhead, Garn, & Vidoni, 2013) to enjoyment and peer support to motivation (Griffith, King, & Allen, 2013). Therefore, higher satisfaction of the basic psychological needs is one possible cause of the higher levels of intrinsic motivation observed among the floorball participants compared to the spinning participants.…”

Section: Discussionsupporting

confidence: 72%

“…EM identified reflects behavioural regulation where the activity and the consequences of participating in this activity are valued highly by the individual. Both Griffith et al (2013) and Wallhead et al (2013) found that the social aspect is important for participation. Similarly, Nielsen et al (2014) found that men participating in football exercise described having gained new friends as a beneficial outcome of being involved in the team game, while this was not mentioned by the men participating in spinning.…”

Section: Discussionmentioning

confidence: 99%

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Are team sport games more motivating than individual exercise for middle-aged women?

Wikman

Elsborg

Nielsen

et al. 2018

Kinesiology (Zagreb, Online)

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Abstract:The aim of this study was to investigate the levels of motivation associated with the participation in floorball (indoor hockey) and spinning, and how these levels of motivation predicted continuation. A sample of 66 middle-aged women participated in a 12-week intervention of either floorball or spinning. They filled out the Sport Motivation Scale in week 2 and week 11 of the intervention, and data was also collected on their continuation six and 12 months after the intervention. A repeated measures MANOVA showed that participants in the floorball group had higher levels of intrinsic and self-determined extrinsic motivation for the activity during the intervention period, suggesting that floorball is a more motivating activity. In addition, the introjected regulation extrinsic motivation increased in both groups during the intervention period. Intrinsic motivation, as well as extrinsic motivation introjected regulation, predicted participants' continuation six and 12 months after the intervention, suggesting that motivation as viewed in a Self-Determination Theory perspective is important for exercise continuation.

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Section: Discussionsupporting

confidence: 72%

Section: Discussionmentioning

confidence: 99%

Are team sport games more motivating than individual exercise for middle-aged women?

Wikman

Elsborg

Nielsen

et al. 2018

Kinesiology (Zagreb, Online)

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“…Results did not support this hypothesis: none of the friendship goal, approach or avoidance, increased after the intervention program. Previous studies reported positive changes in these variables after a SE or TPSR intervention program (Martinek, Schilling, & Johnson, 2001;Méndez-Giménez, Fernández-Río, & Méndez Alonso, 2015;Wallhead et al, 2013). However, this was not the case in our study.…”

Section: Discussioncontrasting

confidence: 56%

“…The term pedagogical model highlights the interdependence and irreducibility of learning, teaching, content and context (Rovegno, 2006). The pedagogical models of Sport Education (SE; Siedentop, Hastie, & van der Mars, 2011) and Teaching for Personal and Social Responsibility (TPSR; Hellison, 2011) have been revealed as capable of producing positive changes in significant variables such as the personal and social responsibility (Gordon, 2010), participation (García, Gutiérrez, González, & Valero, 2012) or motivation (Wallhead et al, 2013) in youngsters of different ages. SE has been widely researched (Hastie, Martínez de Ojeda, & Calderón, 2011), and the same has happened with TPSR (Gordon & Doyle, 2015).…”

Section: Introductionmentioning

confidence: 99%

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Violence, Responsibility, Friendship and Basic Psychological Needs: Effects of a Sport Education and Teaching for Personal and Social Responsibility Program // Violencia, responsabilidad, amistad y necesidades psicológicas básicas: efectos de un programa de Educación Deportiva y Responsabilidad Personal y Social

Menéndez-Santurio

Fernández-Río

2016

REV PSICODIDACT

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The goal of the present study was to empirically assess the effects of an intervention based on a hybrid pedagogical model (Sport Education+Teaching for Personal and Social Responsibility) on adolescents' attitudes towards violence, responsibility, friendship goals and basic psychological needs, compared with a traditional teaching approach. 143 secondary education students agreed to participate, 14-17 years, 78 experimental and 65 control. A pretest-posttest repeated measures design with a control group was used. Prior and after the program (16 sessions) four assessment instruments were used: Attitudes towards Violence Scale, Friendship Goals Questionnaire, Personal and Social Responsibility Questionnaire and Social Basic Psychological Needs Scale. Posttests MANCOVAs revealed that the intervention program (SE+TPRS) produced a significant improvement in the participants' attitudes towards violence, social responsibility, competence and relatedness. Results show the goodness of using innovative pedagogical approaches.Keywords: pedagogical models, physical education, innovation, educational kickboxing. ResumenEl objetivo del presente estudio fue evaluar experimentalmente los efectos de una intervención basada en un modelo pedagógico híbrido (Educación Deportiva+Responsabilidad Personal y Social) sobre las actitudes hacia la violencia, la responsabilidad, las metas de amistad y las necesidades psicológicas bá-sicas de los adolescentes, comparándolos con un planteamiento tradicional de enseñanza. Accedieron a participar 143 estudiantes de secundaria, 14-17 años, 78 experimentales y 65 de control. El estudio utilizó un diseño de medidas repetidas pretest-postest con grupo de control. Antes y después del programa (16 sesiones) se administraron cuatro instrumentos de evaluación: Escala del Nivel de Actitud hacia la Violencia, Cuestionario de Metas de Amistad, Cuestionario de Responsabilidad Personal y Social y Escala de las Necesidades Psicológicas Básicas. Los MANCOVAs postest revelaron que el programa de intervención (MED+MRPS) provocó una mejora significativa de las actitudes hacia la violencia, la responsabilidad social, la competencia y la relación de los participantes. Los resultados muestran la bondad de planteamientos pedagógicos novedosos.Palabras clave: modelos pedagógicos, educación física, innovación, kickboxing educativo.Acknowledgements: To the Rosario de Acuña high school (Gijón, Asturias) and to the Emilio Alarcos high school (Gijón, Asturias) for supporting this project.

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The Role of Collaborative Art Class in Promoting Motivation: A Self-Determination Theory Perspective

2020

Diversifying Learner Experience

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Sport Education and social goals in physical education: relationships with enjoyment, relatedness, and leisure-time physical activity

Cited by 98 publications

References 40 publications

Are team sport games more motivating than individual exercise for middle-aged women?

Are team sport games more motivating than individual exercise for middle-aged women?

The Role of Collaborative Art Class in Promoting Motivation: A Self-Determination Theory Perspective

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