Examining the concept of engagement in physical education

The reliability and validity of the sport engagement instrument in the Finnish dual career context

“…From the researchers' point of view, the results of the current study may present an important springboard for further instrument development utilising a multidimensional framework including both affective and cognitive dimensions. This could allow for a deeper understanding and provide tools to assess the engagement process from a holistic perspective (Hastie et al, 2020;Wylleman et al, 2013).…”

“…Measures of individual experiences (i.e., cognitive engagement) in concert with important reciprocal interpersonal relationships (DeFreese & Smith, 2013;Laird et al, 2016;Sheridan et al, 2014) with coaches, parents, and teammates (i.e., affective engagement) provide a means for understanding engagement from a holistic perspective (Hastie et al, 2020;Wylleman et al, 2004). Although the third component of engagement (i.e., behavioural engagement) can be measured through an individual's self-reported perception of involvement and effort (Hastie et al, 2020), it essentially relates to observable indicators of behaviour (Fredricks et al, 2004). Therefore, in the sports context, behavioural engagement is most accurately assessed by external observers using an observation tool that enables accounting for time spent on and off task, as well as the intensity and extent of observably engaged effort (Hastie et al, 2020).…”

“…Although the third component of engagement (i.e., behavioural engagement) can be measured through an individual's self-reported perception of involvement and effort (Hastie et al, 2020), it essentially relates to observable indicators of behaviour (Fredricks et al, 2004). Therefore, in the sports context, behavioural engagement is most accurately assessed by external observers using an observation tool that enables accounting for time spent on and off task, as well as the intensity and extent of observably engaged effort (Hastie et al, 2020). Practitioners and academic researchers could benefit from an instrument with potential to assess affective and cognitive engagement, defined as individuals' attitudes, perceptions, and beliefs toward themselves, teachers, parents, and peers (Voelkl, 2012).…”

“…As engagement is a complex phenomenon that reflects various patterns of motivation, cognition, and behaviour (Alrashidi et al, 2016), the behavioural, cognitive, and affective subtypes of engagement are typically recognised as conceptually distinct but positively correlated constructs (Fredricks et al, 2004;Hastie et al, 2020;Li et al, 2010). A myriad of research conducted in the school context shows that social support from significant others (affective engagement) and cognitive engagement facilitate student learning through increased behavioural engagement (Nguyen et al, 2018;Voelkl, 2012).…”

“…A myriad of research conducted in the school context shows that social support from significant others (affective engagement) and cognitive engagement facilitate student learning through increased behavioural engagement (Nguyen et al, 2018;Voelkl, 2012). However, research that assesses the specific associations between behavioural, affective, and cognitive subtypes of engagement is sparse in the sports context (Hastie et al, 2020). Among adolescent female gymnasts, higher levels of prior cognitive engagement have been shown to positively predict subsequent behavioural engagement (Weiss & Weiss, 2006).…”