Welche Faktoren beeinflussen das Erleben von Freude am Schulsport im Jugendalter?

Abstract

Zusammenfassung. Freude ist einer der wichtigsten Faktoren zur langfristigen Aufrechterhaltung sportlicher Aktivität. So sollte bereits im Schulsport Freude am Sport vermittelt werden. Ziel der Studie war die Untersuchung der Bedeutsamkeit und Stärke von sieben Einflussfaktoren (Kompetenzerleben, Soziale Eingebundenheit, Sozialer Umgang, Autonomie/Mitbestimmung, Lehrkompetenz, Allgemeine Sportlichkeit und Elterliche Unterstützung) für das Erleben von Freude am Schulsport im Jugendalter. Es nahmen N = 1598 Schülerinnen und Schülern der Klassenstufen 7–10 an der Untersuchung teil. Freude am Schulsport wurde mittels drei Skalen (Vergnügen, Flow-Erleben, Erholung) erfasst. Sämtliche Einflussfaktoren wiesen moderate bis hohe Zusammenhänge zu den Sportfreude-Facetten auf. Es konnte ein starker positiver Einfluss von Kompetenzerleben und Sozialer Eingebundenheit auf das Erleben von Freude am Schulsport festgestellt werden. Lehrkompetenz zeigte einen geringen Effekt und elterliche Unterstützung einen indirekten Effekt über Allgemeine Sportlichkeit. Diese Ergebnisse liefern erste Hinweise für konkrete Interventionsmöglichkeiten zur Steigerung der Freude am Schulsport.

Effects of cooperative games on enjoyment in physical education—How to increase positive experiences in students?

“…A small significant indirect effect was observed in addition to the direct effect of the intervention on enjoyment. Consequently, it can be said that on the one hand, students benefit directly from cooperative games in that they perceive more fun and feel more skilled and more connected to each other in physical education, and on the other hand, cooperative games increase enjoyment via the positive experience of competence and affiliation (see, e.g., [8]). But these findings can only explain to some extent which factors contribute to a higher perception of enjoyment.…”

“…Thus, we investigated the effects of cooperative games on participants' enjoyment, their social relatedness, and their perceived competence. Since findings of Engels and Freund [8] showed a weak influence of autonomy on enjoyment in physical education, we refrained from formulating specific assumptions concerning autonomy. However, for the sake of completeness regarding to theoretical assumptions in SDT, we investigated autonomy exploratively.…”

“…For more information about the development and validation of scales and items to measure students' enjoyment in physical education, see Engels and Freund [39] as well as Lohbeck et al [40]. Social relatedness, social interaction, perceived competence, and autonomy were measured with scales developed and presented by Engels and Freund [8]. Social relatedness describes how much the students feel integrated and involved in their class during physical education (e.g., "In physical education, I feel connected to my classmates").…”

“…The four variables (social relatedness, social interaction, perceived competence, and autonomy) were measured by three items each and rated on a 4-point rating scale ranging from 0 (never) to 3 (always). All items used in the present study are available in German (original) and English language in S2 Table. For additional information on quality criteria and item validation, see Engels and Freund [8]. Additionally, as fidelity check after completion of the intervention program, physical education teachers were asked whether they had carried out the complete program in the predefined way, using the standardized instructions for the games.…”

“…A crucial prerequisite to optimally promote interest in and enjoyment of physical activity is gaining knowledge of which factors influence students' perceptions of enjoyment in physical education. Previous research has provided evidence that social aspects and perceived competence are central factors to enjoying physical education [8][9][10][11]. Social aspects appear to be of the highest importance.…”