Students’ Objectively Measured Physical Activity Levels and Engagement as a Function of Between-Class and Between-Student Differences in Motivation Toward Physical Education

Aelterman, Nathalie; Vansteenkiste, Maarten; Keer, Hilde Van; Berghe, Lynn Van den; Meyer, Jotie De; Haerens, Leen

doi:10.1123/jsep.34.4.457

Cited by 148 publications

(196 citation statements)

References 47 publications

(85 reference statements)

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“…This unexpected result is similar to a recent study in school PE (Aelterman et al, 2012) and likely reduced our power to detect significant effects on this variable. However, sensitivity analysis conducted without the results presented in this report (contact the first author for details).…”

Section: Limitationssupporting

confidence: 89%

“…To increase students' PA levels both during and outside of PE, it is important they are sufficiently and appropriately motivated (Aelterman et al, 2012;Hagger et al, 2005;Jaakkola et al, 2008). PE teachers can play an important role in motivating students (Cheon et al, 2012); therefore, it is important to examine strategies PE teachers can employ to motivate their students to engage in higher levels of PA.…”

Section: Introductionmentioning

confidence: 99%

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A cluster randomized controlled trial of strategies to increase adolescents' physical activity and motivation in physical education: Results of the Motivating Active Learning in Physical Education (MALP) trial

Lonsdale

Rosenkranz

Sanders

et al. 2013

Preventive Medicine

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Additional Information:• NOTICE: this is the author's version of a work that was accepted for publication in Preventive Medicine. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published AbstractObjective: Physical education (PE) programs aim to promote physical activity (PA) and reach most school-aged youth. However, PA levels within PE lessons are often low. In this clusterrandomized controlled trial, we examine the effects of three self-determination theory-based motivational strategies on PA and sedentary behavior, as well as their hypothesized antecedents during PE lessons.Methods: Data were collected in Sydney, Australia (October -December 2011). After baseline testing, teachers (n = 16) and their classes (n = 288 students; M = 13.6 years, 50.4% male) were randomly assigned to one of four teaching strategy conditions: (1) explaining relevance; (2) providing choice; (3) complete free choice; or (4) usual practice. Teachers then delivered the assigned strategy. Primary outcomes were accelerometer-assessed PA and student motivation during lessons. Secondary outcomes included sedentary behavior, perceptions of teachers' support and psychological needs satisfaction.Results: The 'free choice' intervention increased PA (p < .05). 'Providing choice' and 'free choice' interventions decreased sedentary behavior (p < .05). The interventions did not influence motivation, but students' autonomy increased during both choice-based interventions (p < .05).Conclusions: Promoting choice can produce short-term increases in PA and decreases in sedentary behavior, as well as increased perceived autonomy during PE lessons.

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Section: Limitationssupporting

confidence: 89%

Section: Introductionmentioning

confidence: 99%

A cluster randomized controlled trial of strategies to increase adolescents' physical activity and motivation in physical education: Results of the Motivating Active Learning in Physical Education (MALP) trial

Lonsdale

Rosenkranz

Sanders

et al. 2013

Preventive Medicine

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show abstract

“…There is significant evidence supporting the influence of early PE experiences on PA behaviours and perceptions of ability in later life (Aelterman et al, 2012;Bailey & Morley, 2006;Berry, Abernethy, & Côté, 2008;Bompa, 2000;Fairclough et al, 2009Fairclough et al, , 2012Kirk, 2005;Lawford et al, 2012;Lopes et al, 2012;Lubans et al, 2010). Individuals with high perception of competence are more likely to persist and master skills (Horn & Harris, 1996;Goodway & Rudisill, 1997;Goodway & Branta, 2003).…”

Section: Deliberate Preparation -The Centrality Of Movement Skillsmentioning

confidence: 99%

“Deliberate Preparation” as an Evidence-Based Focus for Primary Physical Education

Giblin

Collins

MacNamara

et al. 2014

Quest

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“…With respect to these constructs, it seems that integrated regulation and intrinsic motivation correlate more strongly with moderate to vigorous physical activity (Aelterman et al, 2012;Jaakkola et al, 2013;Praxedes et al, 2016;Zhang, 2009;Zhang et al, 2011). In the study conducted by Dishman et al (2015), these results have been independent of biological maturity.…”

Section: Introductionmentioning

confidence: 91%

Level of motivation and physical activity in primary education students

Alvariñas-Villaverde¹,

Portela-Pino²,

Soto-Carballo³

2018

Journal of Human Sport and Exercise - 2018 - Spring Conferences of Sports Science

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The study is aimed at determining the relationship between the index of physical activity and the motivation toward school tasks of Primary Education students. To this end, a descriptive, quasi-experimental design was employed. The instruments used for the study included PAQ-C and the Questionnaire on students' motivation toward their studies. Among the results, it should be noted that Primary Education students' motivation toward their studies is high, although the level of physical activity is relatively low for this age group. The level of physical activity is higher in boys than girls. The level of motivation, as well as achievement motivation, and causal attributions of achievement are higher in girls, but self-efficacy is higher in boys. The higher the level of physical activity practice, the higher the level of motivation toward their studies, but also the higher the achievement motivation, causal attribution and self-efficacy. Children with greater obesity levels have less motivation. According to these results, it is important to design actions that encourage the regular practice of physical activity, especially among girls. This should be done in different contexts, beyond the subject of Physical Education and in different populations. Interventions should take into account family and environmental factors, or the local environment and its resources.

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Students’ Objectively Measured Physical Activity Levels and Engagement as a Function of Between-Class and Between-Student Differences in Motivation Toward Physical Education

Cited by 148 publications

References 47 publications

A cluster randomized controlled trial of strategies to increase adolescents' physical activity and motivation in physical education: Results of the Motivating Active Learning in Physical Education (MALP) trial

A cluster randomized controlled trial of strategies to increase adolescents' physical activity and motivation in physical education: Results of the Motivating Active Learning in Physical Education (MALP) trial

“Deliberate Preparation” as an Evidence-Based Focus for Primary Physical Education

Level of motivation and physical activity in primary education students

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