Motivational Outcomes and Predictors of Moderate-to-Vigorous Physical Activity and Sedentary Time for Adolescents in the Sigue La Huella Intervention

Abstract

Sigue la Huella had a positive effect on motivational outcomes relevant to moderate-to-vigorous physical activity, sedentary time, and, particularly, student engagement in physical education. The analyses identified shared and unique determinants of moderate-to-vigorous physical activity and sedentary time, suggesting that specific intervention strategies may be required to address each outcome.

Children who commute to school unaccompanied have greater autonomy and perceptions of safety

“…Physical activity is an opportunity for children to develop autonomy, and some studies have reported an association . In a physical activity framework, autonomy has been positively predicted by autonomy education, autonomy support and social goals .…”

A systematic review on self‐determination theory in physical education

“…Although some of them (about one third) did not report gender effect on the effort or the motivation, in most cases, significant differences between the interactions of the psycho‐physiological parameters or the physical activity relative to the gender were found. For example, Parish et al highlighted a correlation between the gender and the activity level (ie, the girls were less active than the boys), which has also been identified by Aelterman et al, Rosenkranz et al, Murillo‐Pardo et al and Yli‐Piipari et al Biddle et al found differences between the motivational orientations of boys and girls, underscoring more intrinsic motivation in PE for boys compared to mainly extrinsically motivated girls. Cheval et al found a positive relation between the perceived competence and the PA measured with accelerometers only in boys.…”

“…Fourteen of the selected studies (50.0%) measured the physical activity through MVPA, including 64.3% (n = 9) with objective measurements as accelerometers and 35.7% (n = 5) with subjective measurements as questionnaires, and self‐report instruments …”

“…Moreover, Aelterman et al also merged the introjected and external regulations under the controlled motivation and contrasted these two types with the amotivation. Several authors also divided the motivation continuum by gathering the subcategories of each motivation types in three main categories: intrinsic motivation, extrinsic motivation, and amotivation . Other studies assessed all subcategories of motivation with different questionnaires.…”

“…The perceived competence was the most often measured, followed by the autonomy and then the relatedness. Most of the studies (60%, n = 9) assessed the three basic psychological needs . Table provides a complete description of each parameter measured in the selected studies.…”