Predicting accelerometer-based physical activity in physical education and total physical activity: The Self-determination Theory approach

Abstract

The present study tested the motivational model of physical education (PE) including needs for competence, autonomy, social relatedness, intrinsic and extrinsic motivation, in-class moderate to vigorous physical activity (MVPA), and total MVPA. Participants were 490 (264 girls, 226 boys) Finnish elementary school students. The data were collected using accelerometers and questionnaires for a seven-day period during the fall semester 2017. The key findings were that 1) social relatedness associated with total MVPA via in-class MVPA in girls, whereas competence was linked to inclass MVPA through extrinsic motivation in boys, 2) competence was positively linked to extrinsic motivation in a similar way in both girls and boys, 3) social relatedness and in-class MVPA were positively associated with total MVPA in both girls and boys, 4) competence, autonomy, and relatedness were positively linked to intrinsic motivation in girls when only competence and autonomy were related to intrinsic motivation in boys, and 5) in-class MVPA contributed 36% of total weekly MVPA minutes in the present sample. Although the indirect relationships between study variables did not fully support the existing PE motivational model, the direct associations showed that needs of competence, autonomy, relatedness could be promoted in PE classes to support intrinsic motivation, and total MVPA.

Art as an attractive methodology of resilience and self-esteem

“…These results are consistent with what was established by Grasten et al (2019), Kofi et al (2008), Fancourt & Finn (2019), Olivia (w.d. ), Becoña (2006), Barrios (2005) and Lucthar et.…”

“…The relevance of investigating which methodologies are most effective in promoting this aspect has a direct influence on society, and it is possible to apply the results of such investigations for the benefit of people with disabilities in various fields: formal education for children and young people, formal education for adults, and non-formal education. This leads us to the need to empirically study whether artistic methodology positively influences the development of self-esteem in people with disabilities, thus promoting their resilience (Grasten et al, 2019). Cefai and Cooper (2011) in the research conclusions say the needed to "develop an intervention model that is adapted to the needs and values of the local educational context while remaining faithful to the theoretically sound principles and practices of therapeutic education" (p. 70).…”

A one-year follow-up of basic psychological need satisfactions in physical education and associated in-class and total physical activity

“…All three subscales were measured on five-point response scales from (1) totally disagree to (5) totally agree . Gråstén et al (2019) reported acceptable construct validity for the Finnish version ( χ2 (50) = 106.59, p < 0.001, comparative fit index ( CFI ) = 0.97, Tucker–Lewis index ( TLI ) = 0.96, root mean square error of approximation ( RMSEA ) = 0.048, standardised root mean square residual ( SRMR ) = 0.035) in a sample of Finnish elementary school students.…”

The Relation between Physical Education Teachers’ (De-)Motivating Style, Students’ Motivation, and Students’ Physical Activity: A Multilevel Approach

“…For instance, Fairclough and Stratton [ 18 ] found that students engage in MVPA between only 27% and 47% of the effective PE lesson time. Furthermore, it appears that students’ physical activity levels during the PE lesson depend on a range of factors such as the goal of the lesson [ 19 ], the lesson topic [ 20 ], and students’ gender [ 21 ]. Indeed, it has been shown that students’ physical activity levels during the PE lesson largely vary according to the lesson topic [ 20 , 22 ].…”

“…Even though findings are inconsistent across studies, all these studies consistently confirm the variability in percentage time spent in MVPA according to the lesson topic. Furthermore, boys are generally more active than girls [ 21 , 24 ]. The present study aims to build on this work by investigating how secondary school students’ objectively measured physical activity levels differ according to the lesson topic and students’ gender, while also examining relations with students’ motivation [ 20 ] and teachers’ (de-)motivating style [ 25 , 26 ].…”