Students’ Perceptions on Constructivist Teaching in University Physical Education of South Korea

Yang, Jae Young

doi:10.18848/2329-1656/cgp/v28i01/141-154

Cited by 2 publications

(2 citation statements)

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“…They evaluated that approximately 75% of the adolescents (13–18 years old) fail to meet the WHO’s health guideline of 60 minutes of moderate-to-vigorous physical activity (MVPA) per day. Reduced physical activity levels could contribute to health-related problems, such as obesity, depression, stress, cognitive dissonance, and even isolation among adolescent populations (Juwono & Szabo, 2020; Yang, 2021).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Regarding effectively drawing students' development through participation in physical activity, researchers in the physical education field (including Taekwondo) have insisted that understanding their motivational processes is important because motivation is deeply associated with predictive or contributing factors drawing positive outcomes (Mata et al, 2021;Xiang et al, 2020;Yang, 2020). In particular, many researchers from physical education and activity areas have asserted that comprehending why and how students participate in physical activity is necessary to better engage them in regular physical activity and further facilitate long-term physical activity behaviors (Yang, 2020(Yang, , 2021. There is also growing evidence that self-determined motivational processes measured in physical activity settings are related to positive attitude, increased effort, better performance, and continuous engagement (Liu et al, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

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High-School Students’ Continuous Engagement in Taekwondo Activity

Son

Yang

2022

European Journal of Psychology Open

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Background: Previous research has not investigated why and how adolescents decide to continuously engage in Taekwondo activity, which, based on self-determination theory, has positive effects on diverse (physical, psychological, social) aspects. This study examines the structural relationship between three psychological needs (autonomy, competence, relatedness), intrinsic motivation, and intentions for Taekwondo activity continuity among high-school students participating in Taekwondo training programs. Methods: High-school students (130 males, 110 females) representing multiple nationalities participated in Taekwondo lessons for one session. During the last session class, they completed three questionnaires, and the collected data were analyzed using structural equation modeling. Results: The results revealed that the satisfaction of three psychological needs was positively and directly associated with intrinsic motivation at a statistically significant level. Additionally, intrinsic motivation directly and positively contributed to intentions for Taekwondo activity continuity and mediated the relationship between the satisfaction of psychological needs and intentions to continue Taekwondo at levels of statistical significance. Discussion: The findings indicate that, if high-school students meet three psychological needs during Taekwondo classes, they are likely to internalize positive feelings such as interest, enjoyment, and satisfaction. Further, intrinsically motivated students would be highly willing to continually engage in Taekwondo activity.

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Section: Literature Reviewmentioning

confidence: 99%