Student Motivation Associated With Fitness Testing in the Physical Education Context

Jaakkola, Timo; Sääkslahti, Arja; Yli-Piipari, Sami; Manninen, Mika; Watt, Anthony P; Liukkonen, Jarmo

doi:10.1123/jtpe.32.3.270

Cited by 33 publications

(63 citation statements)

References 52 publications

(83 reference statements)

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“…Students enter physical education (PE) classes, with existing predispositions and feelings toward PE and physical activity that influence the experience they have in class. Those predispositions extend beyond PE class and influence their intention to participate outside of class (Beasley & Garn, 2013;Jaakkola et al, 2013). Predispositions may be based on prior experience, either successful or unsuccessful; feedback received from outside sources; societal expectations for appropriateness of engagement; perceptions of usefulness of material; and feedback received from peers and teacher.…”

mentioning

confidence: 99%

Student Perception of Competence and Attitude in Middle School Physical Education

Scrabis-Fletcher

Silverman

2017

TPE

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Motivation is a dynamic process that accounts for the interaction and filtration of information by the student and the effect that it has on student behavior. Perception of competence, an embedded motivational theory, posits that the influence of prior experience and information received from outside sources affects student behavior (Harter, 1982). Attitude is also a multifaceted construct that can be defined from varying dimensional viewpoints. A few specific factors have been identified as determinants of student attitude including the teacher, the curriculum, and the context. These factors are similar to those observed in perception of competence research. The purpose of this study was to examine the relationship of attitude and perception of competence in an effort to gain an understanding of the relationship between the two and their shared attributes and factors. The researchers surveyed middle school students (

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confidence: 99%

Student Perception of Competence and Attitude in Middle School Physical Education

Scrabis-Fletcher

Silverman

2017

TPE

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“…Motivation toward fitness testing in a PE context was assessed by using the Spanish version of the situational motivational scale (SIMS) [ 29 ]. The SIMS has been successfully used in previous studies for this situation in secondary education students [ 5 ]. The Spanish version consisted of 14 items aimed at assessing: intrinsic motivation (four items), identified regulation (three items), external regulation (three items), and amotivation (four items) in a specific situation.…”

Section: Methodsmentioning

confidence: 99%

“…Its assessment is a traditional component of school physical education (PE) in European and North American countries [ 2 , 3 , 4 ]. Fitness testing is a controversial element of the PE curriculum, whose presumably demotivating effect on students with low performance is a matter of concern [ 5 , 6 ]. This PE content has evolved in recent decades from a performance-based to a health-based approach [ 7 ].…”

Section: Introductionmentioning

confidence: 99%

“…Self-Determination Theory [ 21 ] provides a useful framework for the analysis of motivation associated with fitness testing in PE classes [ 5 , 6 ]. This macro-theory distinguishes different types of motivation ranging as a continuum from higher to lower self-determination levels.…”

Section: Introductionmentioning

confidence: 99%

“…Within this framework, Jaakkola et al [ 5 ] found that students’ performance in PF tests is predictive of perceived sport competence, which has a positive effect on intrinsic motivation during fitness testing in PE classes. Although there are no more previous studies about it, this result indicates that objective and perceived PF could mediate a possible effect of being overweight on motivation toward fitness testing.…”

Section: Introductionmentioning

confidence: 99%

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Associations between Weight Status and Situational Motivation toward Fitness Testing in Physical Education: The Mediator Role of Physical Fitness

Grao‐Cruces

Racero-García

Sánchez‐Oliva

et al. 2020

IJERPH

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Background: This article examines the differences in situational motivation toward fitness testing in physical education classes between non-overweight and overweight students, as well as the mediator effect of objective and perceived physical fitness on the relationship between weight status and motivation toward fitness testing. Methods: A total of 534 adolescents (298 boys, 55.80%) participated in the study. Perceived physical fitness and situational motivation toward fitness testing were measured through questionnaires, whereas weight status and physical fitness were objectively measured. Results: Overweight students had lower intrinsic motivation (p < 0.001), and higher external regulation (p < 0.01) and amotivation (p < 0.05) during fitness testing in a physical education class than their non-overweight peers. The influence of being overweight on motivation regulations toward fitness testing was mediated by objective physical fitness level for intrinsic motivation (B = −0.140), external regulation (B = 0.104) and amotivation (B = 0.146). Perceived physical fitness was also used as a second mediator between weight status and intrinsic motivation (B = −0.117). Conclusions: Strategies to improve objective and perceived physical fitness in overweight students are necessary to increase self-determined motivation during fitness testing in physical education lesson.

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Physical fitness characteristics and neck and shoulder pain incidence in school‐aged children—A 2‐year follow‐up

Pirnes

Kallio

Hakonen

et al. 2022

Health Science Reports

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Background and Aims: Neck and shoulder pain (NSP) is common in school age, but preventative factors have not been identified. The purpose was to study whether a fitness test could be used to predict the incidence of NSP and determine whether good physical fitness characters would be associated with lower NSP incidence in school-aged children at 2-year follow-up.Methods: After the invitation to nine schools, 970 children (10-15 years old) agreed to participate. Flexibility, fundamental movement skills, musculoskeletal fitness, and cardiorespiratory fitness measurements included in Finnish Schools on the Move! monitoring system for physical functional capacity were measured at baseline in 2013. The NSP incidence was assessed by an online survey during school hours after 1 and 2 years. Logistic regression was used to analyze associations between physical fitness characteristics and NSP incidence. Results:The mean prevalence of NSP was 26% at baseline. The NSP incidence was 15% in the first and 18% in the second follow-up year. Good physical fitness was not associated with lower NSP incidence in the 2-year follow-up. Successful lower back extension (odds ratio [OR] = 2.83) and good scores in curl-up (OR = 1.80) adjusted with age, gender, and body mass index, were associated with higher NSP incidence between T0 and T2. Throwing-catching combination (OR = 0.55) was associated with a lower NSP incidence in unadjusted analysis, but the association did not remain after adjustments. Conclusion:Good physical fitness characteristics were not consistently associated with a lower NSP incidence in school-aged children in a 2-year follow-up. The role of general field-based physical fitness test as a screening tool for NSP incidence remains unconfirmed. More longitudinal studies are needed to detect the factors underlying NSP incidence in school-aged children.

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Student Motivation Associated With Fitness Testing in the Physical Education Context

Cited by 33 publications

References 52 publications

Student Perception of Competence and Attitude in Middle School Physical Education

Student Perception of Competence and Attitude in Middle School Physical Education

Associations between Weight Status and Situational Motivation toward Fitness Testing in Physical Education: The Mediator Role of Physical Fitness

Physical fitness characteristics and neck and shoulder pain incidence in school‐aged children—A 2‐year follow‐up

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