Effects of Types of Walking Activities on Actual Choices by Adolescent Female Physical Education Students

Abstract

This study examined the choices made by adolescent girls in physical education classes when allowed to choose from among a variety of walking activities. Following the TARGET (Epstein, 1988; Treasure & Roberts, 1999) structures, nine walking activities were created to reflect one of four themes: social, exercise/fitness, game-like, or competition. Participants were 570 girls from 21 intact 7th and 8th grade classes from five schools in two school districts. Every 3 days for 9 days, students chose from a list of three activities representing a combination of the four themes. They were significantly more likely to choose (a) a social activity over two exercise and fitness activities; (b) either a game-like or competitive activity over an exercise/fitness activity; and (c) a social activity over a game-like activity or a game-like activity over a competitive activity. Adolescent girls may benefit from activities that are designed to be social, game-like, and/or competitive.

The Effects of the Type of Skill Test, Choice, and Gender on the Situational Motivation of Physical Education Students

“…In other words, girls receiving the PPS probably felt some control in dictating the skill grade they could achieve. Second, in physical education, girls have shown a stronger preference for cooperative rather than competitive activities (Prusak & Darst, 2002). The AAHPERD skill test, primarily due to its norm-or peer-referenced criteria for success, likely created a more competitive than cooperative environment thus reducing girls' situational motivation.…”

“…For example, previous studies have found that when teachers use methodologies specifically intended to increase student perceptions of choice (Prusak et al, 2004;Ward, Wilkinson, Graser, & Prusak, 2008), perceived competence (Lee, Fredenberg, Belcher, & Cleveland, 1999), and sociality (Prusak & Darst, 2002;Reeve & Sikenius, 1994), that such practices have a positive effect on situational motivation in PE. Self-determination theory provides a particularly useful theory in that it proposes that life-long, motivated behaviors (such as physical activity patterns) are shaped and influenced by the collective and formative success in situation-and context-specific experiences, such as those in PE (Guay, Mageau, & Vallerand, 2003).…”

“…The idea of offering choices to enhance student motivation in PE is well documented (Bryan & Solmon, 2007;Kilpatrick, Hebert, & Jacobsen, 2002;Prusak et al, 2004;Prusak & Darst, 2002;Ward et al, 2008). Commonly suggested methods to infuse choice into the PE curricula include but are not limited to (a) offering different pieces of equipment (i.e., larger or smaller balls, heavier or lighter rackets; Mosston & Ashworth, 2002), (b) providing various task/skill difficulty levels where rules for performance have been modified (i.e., complete 10 consecutive passes with a partner standing 10, 20, or 30 yards away; Mosston & Ashworth, 2002), and (c) allowing options of an activity according to a specific theme or focus (i.e., fitness, social, or competitive emphases; Prusak & Darst, 2002).…”

“…Relatedness results from a sense of being able to successfully engage in the social milieu of the environment. Teachers who manipulate the learning environment to provide high levels of each of these basic needs will experience positive increases in student self-determination (Prusak et al, 2004;Prusak & Darst, 2002;Ward et al, 2008).…”

“…Commonly suggested methods to infuse choice into the PE curricula include but are not limited to (a) offering different pieces of equipment (i.e., larger or smaller balls, heavier or lighter rackets; Mosston & Ashworth, 2002), (b) providing various task/skill difficulty levels where rules for performance have been modified (i.e., complete 10 consecutive passes with a partner standing 10, 20, or 30 yards away; Mosston & Ashworth, 2002), and (c) allowing options of an activity according to a specific theme or focus (i.e., fitness, social, or competitive emphases; Prusak & Darst, 2002). This study is concerned, in part, with the impact of having or not having choices of skill difficulty level during skill testing on student situational motivation in PE.…”