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Testing a motivational model of physical education on contextual outcomes and total moderate to vigorous physical activity of middle school students
Citation
Grasten, A, Testing a motivational model of physical education on contextual outcomes and total moderate to vigorous physical activity of middle school students, ICHKPEHE 2017 Proceedings, 10-11 July 2017, Amsterdam, The Netherlands, pp. 1. (2017) [Conference Extract]
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Abstract
Given the rising trend in obesity in children and youth, age-related decline in moderate- to- vigorous-intensity
physical activity (MVPA) in several Western, African, and Asian countries in addition to limited evidence of behavioral,
affective, cognitive outcomes in physical education, it is important to clarify the motivational processes in physical education
classes behind total MVPA engagement. The present study examined the full sequence of the Hierarchical Model of Motivation
in physical education including motivational climate, basic psychological needs, intrinsic motivation, contextual behavior,
affect, cognition, total MVPA, and associated links to body mass index (BMI) and gender differences. A cross-sectional data
comprised self-reports and objective assessments of 770 middle school students (Mage = 13.99 ± .81 years, 52% of girls) in
North-East Finland. In order to test the associations between motivational climate, psychological needs, intrinsic motivation,
cognition, behavior, affect, and total MVPA, a path model was implemented. Indirect effects between motivational climate and
cognition, behavior, affect and total MVPA were tested by setting basic needs and intrinsic motivation as mediators into the
model. The findings showed that direct and indirect paths for girls and boys associated with different contextual outcomes and
girls’ indirect paths were not related with total MVPA. Precisely, task-involving climate-mediated by physical competence and
intrinsic motivation related to enjoyment, importance, and graded assessments within girls, whereas task-involving climate
associated with enjoyment and importance via competence and autonomy, and total MVPA via autonomy, intrinsic motivation,
and importance within boys. Physical education assessments appeared to be essential in motivating students to participate in
greater total MVPA. BMI was negatively linked with competence and relatedness only among girls. Although, the current and
previous empirical findings supported task-involving teaching methods in physical education, in some cases, ego-involving
climate should not be totally avoided. This may indicate that girls and boys perceive physical education classes in a different
way. Therefore, both task- and ego-involving teaching practices can be useful ways of driving behavior in physical education
classes.
Item Details
Item Type: | Conference Extract |
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Keywords: | Achievement Goal Theory, assessment, enjoyment, Hierarchical Model of Motivation, physical activity, Self-determination Theory |
Research Division: | Education |
Research Group: | Curriculum and pedagogy |
Research Field: | Physical education and development curriculum and pedagogy |
Objective Division: | Education and Training |
Objective Group: | Other education and training |
Objective Field: | Other education and training not elsewhere classified |
UTAS Author: | Grasten, A (Dr Arto Grasten) |
ID Code: | 115382 |
Year Published: | 2017 |
Deposited By: | Education |
Deposited On: | 2017-03-21 |
Last Modified: | 2017-03-27 |
Downloads: | 0 |
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