Student Perceived Motivational Climate, Enjoyment, and Physical Activity in Middle School Physical Education

Johnson, Christine; Erwin, Heather; Kipp, Lindsay E.; Beighle, Aaron

doi:10.1123/jtpe.2016-0172

Cited by 29 publications

(49 citation statements)

References 62 publications

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“…Self-determination index was significantly associated with step-count in secondary school Hong-Kong students [8]. A more specific result was reported by Johnson et al (2017) who observed a significant link between PE enjoyment and step counts in 6 th to 8 th grade US students [9]. On the other hand, no significant associations between motivations (intrinsic motivation, identified regulation, external regulation, amotivation) and PA were found in US students from 6 th to 8 th grade [10].…”

Section: Sdt Motivation Constructs and Pa-related Behaviors In Pe Lesmentioning

confidence: 70%

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Students physical activity assessed by accelerometers and motivation for physical education during class: Should we consider lessons as a whole or only active periods?

Boiché¹,

Escalera²,

Chanal³

2020

PLoS ONE

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BackgroundThis study explores the links between measures of motivation based on Self-Determination Theory, and physical activity (PA) indicators assessed with accelerometers during physical education lessons. MethodsQuestionnaires about motivation and psychological needs on the context of physical education were completed by 319 middle high school students, up to 5 times within a 2-year period; they were equipped with an accelerometer and videotaped during a physical education lesson. PA-related indicators were computed considering the entire duration of the lessons (strategy 1), but also retaining only active times during the lesson (strategy 2). ResultsWhen the first strategy was used very few correlations emerged between motivation constructs and PA-related indicators. On the other hand, the second strategy was more effective to detect the link between motivation and students activity during class-time, in particular with sedentary time, moderate and vigorous PA. ConclusionsThis study shed light on the importance of considering how the sequences of PA sessions should be coded, in order to link psychological phenomena with PA levels, as well as to provide a meaningful support for motivational hypotheses. PLOS ONEPLOS ONE | https://doi.org/10.1371/journal.pone.

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Section: Sdt Motivation Constructs and Pa-related Behaviors In Pe Lesmentioning

confidence: 70%

“…However, there is great variation in terms of methods of measurement of PA and the nature of the activity elements that estimate PA duration. For instance, some authors considered a 20-minute structure session of basketball led by the teacher [9]. Others researchers began recording PA only 20 minutes after students were changed [8].…”

Section: The Present Studymentioning

confidence: 99%

Students physical activity assessed by accelerometers and motivation for physical education during class: Should we consider lessons as a whole or only active periods?

Boiché¹,

Escalera²,

Chanal³

2020

PLoS ONE

View full text Add to dashboard Cite

show abstract

“…Analyzing motivational climate, the proposed structural model reveals a significant and inverse relationship between task climate and ego climate for both boys and girls, which is stronger and more differentiated for girls. It seems evident that subjects strongly oriented towards the task show little motivation towards ego, and vice versa [ 47 , 48 , 49 ]. This is because individuals adopt a predominant orientation, either towards the task, which rewards effort and personal development, or towards ego, which fosters team member rivalry and the display of personal skill [ 50 ].…”

Section: Discussionmentioning

confidence: 99%

An Explanatory Model for the Relationship between Motivation in Sport, Victimization, and Video Game Use in Schoolchildren

Sánchez

Cuberos

Ubago-Jiménez

et al. 2018

IJERPH

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(1) Background: Society is changing amazingly fast, and this is bringing about changes in the way that people spend their free time. In the 21st century, free time is increasingly spent using technological devices such as video games, thus increasing levels of sedentariness. The aim of the present study was to define an explanatory model for the problematic use of video games, physical activity, motivational climate in sports, and victimization in schoolchildren, and to analyze the relationships between these variables according to gender; (2) Methods: A total of 734 schoolchildren, of both sexes, participated in this research study. They were aged from 10 to 12 and lived in the province of Granada (Spain). The main instruments used were the questionnaires PMCSQ-2, PAQ-C, QERV, and SVS. A multigroup structural equation model was used, which had an excellent fit (χ2 = 319.472; df = 72; p < 0.001; CFI = 0.962; NFI = 0.952; IFI = 0.962; RMSEA = 0.048); (3) Results: The practice of physical activity was related negatively and indirectly to the problematic use of video games ((r = −0.085, boys); (r = −0.081, girls)), and this in turn was related positively and directly to victimization ((r = 0.094, boys); (r = 0.174, girls)). Additionally, task climate was inversely related to the problematic use of video games for girls (r = −0.133), and ego climate was directly related to the use of these devices only with regard to boys (r = 0.250). (4) Conclusions: It must be noted that schoolchildren’s pathological use of video games is closely related to lower levels of physical activity. In addition, those motivational climates in sports that are oriented towards performance exacerbate this pathological behavior, which accentuates the importance of promoting motivational climates that are oriented towards tasks in schoolchildren.

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“…-A single study (Ruiz-Juan et al, 2018) investigated differences in perceived motivational climates of students depending on the country in which they went to school, and showed that regardless of country (Costa Rica, Mexico, Spain), mastery climates remained higher than performance-approach and performance-avoidance climates. One study found that schools differed in students' perceptions of motivational climate (Johnson et al, 2017).…”

Section: Observational Studiesmentioning

confidence: 99%

Supporting Subject Justification by Educational Psychology: A Systematic Review of Achievement Goal Motivation in School Physical Education

et al. 2019

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Achievement Goal Theory (AGT) has been applied as a core concept for understanding and promoting students' motivation in physical education (PE) and shows considerable relevance for theoretically and empirically justifying the significance of PE. However, systematically organized reviews of empirical research on AGT are limited to physical activities without explicit PE perspective. First, we aimed to compile basic tenets of AGT and its pedagogical potential for PE. Second, to bring together key findings and discuss future research, we systematically examined the existing empirical literature that applied AGT constructs in both observational and interventional PE settings. We searched the Web of Science, Scopus, Education Source, ERIC, SPORTDiscus, Physical Education Index, PsychInfo, and PsychArticles databases to identify English-language peer-reviewed journal articles with no restriction to publication date. The review was conducted according to the PRISMA Statement. Two independent reviewers screened all studies identified for eligibility, and assessed the methodological quality as well as the risk of bias. A total of 91 studies were included for analysis. Most of the studies (70) were observational, 21 studies were intervention based. On average, the methodological quality of the included studies was moderate and the risk of bias was moderate to high. Mastery goals, mastery-approach goals, and mastery climates appear to be highly relevant for supporting multiple political and curricular PE aims such as psychological well-being, motor skill development, general sports participation, prosocial behavior, and aspects of healthy living. Achievement goal profiles combining high mastery goals, high to low performance goals, and performance-approach goals partly show desirable functions. The results provide comprehensive information for planning and shaping PE Jaitner et al. Achievement Goal Motivation in PElessons based on AGT constructs that match the intended ambitions. The integration of the results into everyday school PE practice is a promising avenue for promoting students' motivation in PE and for fulfilling the overall political and curricular aims. However, this may be challenging in PE practice, as PE teachers at least partially follow a performance-pedagogical structure, including an orientation toward agonal sports, competition, and social comparison.

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Student Perceived Motivational Climate, Enjoyment, and Physical Activity in Middle School Physical Education

Cited by 29 publications

References 62 publications

Students physical activity assessed by accelerometers and motivation for physical education during class: Should we consider lessons as a whole or only active periods?

Students physical activity assessed by accelerometers and motivation for physical education during class: Should we consider lessons as a whole or only active periods?

An Explanatory Model for the Relationship between Motivation in Sport, Victimization, and Video Game Use in Schoolchildren

Supporting Subject Justification by Educational Psychology: A Systematic Review of Achievement Goal Motivation in School Physical Education

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