Fourth Graders' Motivation in an Elementary Physical Education Running Program

Gender Specific Developmental Dynamics between Physical Education Task Values and Physical Activity during Junior High School

“…The results showed further that this impact of PE task values at Grade 7 extended to PA at Grade 9 as an indirect path via PE task values at Grade 8. Although new findings in motivation and PE context, these results echo the previous findings in students valuing PE and intentions to participate various PA programs (Xiang et al, 2003(Xiang et al, , 2004Gao & Xiang, 2008), academic school subjects and performance (for a review, see Murphy & Alexander, 2000) and the longitudinal relation between PE task values and PA (Yli-Piipari, Kiuru, Jaakkola, Liukkonen, & Watt, in press). These findings imply important recommendations for future.…”

“…In previous studies, boys have systematically rated their PE task values higher than girls (Fredricks & Eccles, 2002Jacobs et al, 2002). Contrary to these previous researchs, however, Xiang et al (Xiang, et al, 2003;Xiang, McBride, & Bruene, 2004;Xiang, McBride, & Bruene, 2006) have found that boys and girls did not differ significantly in their subjective task values toward PE as a subject area and running as a specific activity. They have speculated this gender similarity to be due to light of gender-stereotyped views presented by Lauriola, Zelli, Calcaterra, Cherubini, & Spinelle (2004).…”

“…We hypothesized that students' PE values and PA decreased and become more stable across grades 7 to 9 (Wigfield et al, 1997;Jacobs et al, 2002). Furthermore, because of previous findings of task values relations to intention for future participation and persistence in PE (Cox & Whaley, 2004;Xiang et al, 2005;Xiang et al, 2004Xiang et al, , 2006, we hypothesized students' high PE values to predict their subsequent PA. Although previous research has reported gender differences in students' PE task values and PA, few studies have tested gender similarity in the development of students' PE values and PA (Jacobs et al, 2002).…”

“…Although task values have been evident to be important determinants of task choice, intention for future participation and effort/persistence in sport activities and PE, previous research examining relations between PE task values and actual PA behavior has been scarce (Cox & Whaley, 2004;Xiang et al, 2005;Xiang et al, 2004Xiang et al, , 2006. Promoting a healthy and physically active lifestyle is one of the most important aims of PE (Pűhse & Gerber, 2005), therefore, it is important to examine the role PE task values in relation to PA.…”

Can flipped learning enhance adolescents’ motivation in physical education? An intervention study

“…Motivation is associated with students' intentions to perform, engage in and participate in PE (Xiang, McBride, & Bruene, 2004, 2006, but not necessarily with learning achievement (Zhu & Chen, 2010). Regarding gender-based differences in EBs and STVs in PE, boys tend to have higher EBs than girls, although the same 5 differences do not characterise their STVs (Gao, 2009;Xiang, McBride & Bruene, 2004;Xiang et al, 2006;Xiang, McBride, Guan & Solmon, 2003).…”