The Influence of the Social Context on Students In-Class Physical Activity

Perlman, Dana J

doi:10.1123/jtpe.32.1.46

Cited by 39 publications

(33 citation statements)

References 42 publications

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“…Also, it is unknown which teaching strategies involved in these SDT-based interventions are most effective in enhancing motivation and promoting MVPA. For example, explaining the relevance of activities and providing opportunities for students to make choices during lessons are considered important strategies to promote autonomous student motivation and increase MVPA (Cheon et al, 2012;Perlman, 2013). But, evidence regarding the specific effects of providing choice on motivation towards PE and MVPA during PE lessons is limited (Lonsdale et al, 2009;Ward et al, 2008) and no study has examined the effects of explaining relevance on these outcomes.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Recent SDT-based interventions have successfully enhanced student motivation towards PE (Chatzisarantis and Hagger, 2008;Cheon et al, 2012;Perlman, 2013;Ward et al, 2008); however, there is less evidence that SDT-based interventions in PE can influence actual MVPA behavior. In particular, there is a dearth of evidence gathered using objective MVPA measures (e.g., accelerometers) (Perlman, 2013). Also, it is unknown which teaching strategies involved in these SDT-based interventions are most effective in enhancing motivation and promoting MVPA.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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A cluster randomized controlled trial of strategies to increase adolescents' physical activity and motivation in physical education: Results of the Motivating Active Learning in Physical Education (MALP) trial

Lonsdale

Rosenkranz

Sanders

et al. 2013

Preventive Medicine

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Additional Information:• NOTICE: this is the author's version of a work that was accepted for publication in Preventive Medicine. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published AbstractObjective: Physical education (PE) programs aim to promote physical activity (PA) and reach most school-aged youth. However, PA levels within PE lessons are often low. In this clusterrandomized controlled trial, we examine the effects of three self-determination theory-based motivational strategies on PA and sedentary behavior, as well as their hypothesized antecedents during PE lessons.Methods: Data were collected in Sydney, Australia (October -December 2011). After baseline testing, teachers (n = 16) and their classes (n = 288 students; M = 13.6 years, 50.4% male) were randomly assigned to one of four teaching strategy conditions: (1) explaining relevance; (2) providing choice; (3) complete free choice; or (4) usual practice. Teachers then delivered the assigned strategy. Primary outcomes were accelerometer-assessed PA and student motivation during lessons. Secondary outcomes included sedentary behavior, perceptions of teachers' support and psychological needs satisfaction.Results: The 'free choice' intervention increased PA (p < .05). 'Providing choice' and 'free choice' interventions decreased sedentary behavior (p < .05). The interventions did not influence motivation, but students' autonomy increased during both choice-based interventions (p < .05).Conclusions: Promoting choice can produce short-term increases in PA and decreases in sedentary behavior, as well as increased perceived autonomy during PE lessons.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

A cluster randomized controlled trial of strategies to increase adolescents' physical activity and motivation in physical education: Results of the Motivating Active Learning in Physical Education (MALP) trial

Lonsdale

Rosenkranz

Sanders

et al. 2013

Preventive Medicine

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“…A concept deemed critical and strongly associated with engagement in physical activity is motivation (Parish and Treasure 2003;Perlman 2013). As such, a number of research studies have been focused on elements that facilitate student motivation in physical education (Van den Berghe et al 2012).…”

Section: Introductionmentioning

confidence: 99%

Help motivate the amotivated by being a supportive teacher

Perlman

2013

Physical Education and Sport Pedagogy

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Background: A major goal within physical education is to develop a student who will engage in a lifetime of physical activity. A concept deemed critical and strongly associated with engagement in physical activity is motivation. As such, a number of research studies have been focused on elements that facilitate student motivation in physical education. An area of limited inquiry has been focused on those students with extremely low levels of motivation, also termed amotivated. Therefore, the aim of this study was to examine the impact of teacher instruction, based within selfdetermination theory (SDT), on the motivational responses of amotivated students. Purpose: The purpose of this study was to examine how different forms of teacher instruction, based within SDT, can influence amotivated students' motivational responses within secondary physical education. Participants and settings: Forty-eight (Male ¼ 18; Female ¼ 30) amotivated students engaged in a compulsory Year-9 sport-based physical education class. Participants were randomly assigned to one of two treatment groups (autonomy-supportive or control). Data collection: Participants' motivational responses were collected using a pretest/ posttest design. Teacher data were collected through the observation and coding of specific behaviors. Data analysis: Data were analyzed through a set of (2 × 2) (Group × Time) Repeated Measures analysis of variances (ANOVAs). Significant ANOVA calculations were placed on a chart to illustrate where the significance was located. Results: Analysis of data indicated that amotivated students engaged in the autonomysupportive classes reported significantly higher levels of self-determined motivation and support for relatedness compared with the control group. Conclusions: Findings from this study provide empirical support for the infusion of autonomy-supportive teaching within physical education. Previous SDT-based instructional studies have reported that teachers who are more supportive have students who report positive experiences and are more physically active. This study extends the SDT body of knowledge by demonstrating the positive motivational change for students with extremely low forms of motivation. Specifically, amotivated students engaged in the autonomy-supportive classes reported significantly higher levels of self-determined motivation and support for relatedness.

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“…These include the inclusion of choice within the curriculum (Ward, Wilkinson, Graser, and Prusak, (2008), as well as curricula that promote relatedness and competence perceptions (Cox, Smith, & Williams, 2008;Perlman, 2013). It seems that it would be particularly beneficial to follow these initial trials with studies examining high and low out of school participants' perceptions and histories with physical education being particularly beneficial.…”

Section: Future Research Questionsmentioning

confidence: 99%

Revisiting the National Physical Education Content Standards: What Do We Really Know About Our Achievement of the Physically Educated/Literate Person?

Hastie

2017

Journal of Teaching in Physical Education

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Purpose: The purpose of this paper was to review the research literature in physical education to establish what is currently known about the extent to which the national outcome goals have been achieved. Method: Papers were selected through an initial search of the EBSCO database, with main identifiers included being physical education, physical activity, and physical fitness, combined with the descriptors that represented the key idea of each of the give content standards. Further journal articles were then obtained through the citations and references in the original documents. Results: While there is a dearth of results that directly accounts for the accomplishment of the standards, the research suggests that the expectations of performance, as outlined in the standards, are being realized by less than half of all students participating in physical education. Discussion:The discussion presents a model for moving research in the field forward, and suggests there is a need for descriptive studies which provide rich details of the contexts where highly effective, as well as sophisticated interventions whose goal is to produce significant change in selected student outcomes.

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The Influence of the Social Context on Students In-Class Physical Activity

Cited by 39 publications

References 42 publications

A cluster randomized controlled trial of strategies to increase adolescents' physical activity and motivation in physical education: Results of the Motivating Active Learning in Physical Education (MALP) trial

A cluster randomized controlled trial of strategies to increase adolescents' physical activity and motivation in physical education: Results of the Motivating Active Learning in Physical Education (MALP) trial

Help motivate the amotivated by being a supportive teacher

Revisiting the National Physical Education Content Standards: What Do We Really Know About Our Achievement of the Physically Educated/Literate Person?

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