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Secondary school students’ directly measured physical activity in school physical education – The expectancy-value theory approach

Citation

Grasten, A, Secondary school students' directly measured physical activity in school physical education - The expectancy-value theory approach, Proceedings of the 2012 North American Society for the Psychology of Sport and Physical Activity Conference, 7-9 June 2012, Honolulu, Hawaii, pp. 1-4. (2012) [Conference Extract]

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Abstract

Schools are an ideal setting for promoting physical activity (PA), because schools can reach a full range of individuals in a population at no additional cost [4]. The expectancy-related beliefs and values have been found to be crucial factors in predicting individuals’ physical education (PE) performance, such as PA [7,8]. However, previous studies [2,7,8] were based on self-reports, and that makes it difficult to accurately assess students’ PA in PE [3,5]. Therefore, exploring the relationships between students’ expectancy beliefs, values, and directly measured PA in PE lessons are of great value for promoting PA in school PE.

Three research questions encapsulated the purpose of present study. The first aim was to examine the relationships between expectancy beliefs, subjective task values, and directly measured PA in PE lessons. The second aim was to investigate gender differences in these variables. The final aim was to analyze prediction of moderate to vigorous PA (MVPA) in PE lessons by expectancy beliefs and task values.

Item Details

Item Type:Conference Extract
Keywords:physical activity, physical education, secondary school
Research Division:Medical and Health Sciences
Research Group:Human Movement and Sports Science
Research Field:Human Movement and Sports Science not elsewhere classified
Objective Division:Health
Objective Group:Health and Support Services
Objective Field:Evaluation of Health Outcomes
Author:Grasten, A (Dr Arto Grasten)
ID Code:119938
Year Published:2012
Deposited By:Education
Deposited On:2017-08-08
Last Modified:2017-10-02
Downloads:0

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