A School-Based Motivational Intervention to Promote Physical Activity from a Self-Determination Theory Perspective

Autor/inn/en	González-Cutre, David; Sierra, Ana C.; Beltrán-Carrillo, Vicente J.; Peláez-Pérez, Manuel; Cervelló, Eduardo
Titel	A School-Based Motivational Intervention to Promote Physical Activity from a Self-Determination Theory Perspective
Quelle	In: Journal of Educational Research, 111 (2018) 3, S.320-330 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2016.1255871
Schlagwörter	Program Effectiveness; Physical Activity Level; Self Determination; Theories; Intervention; Adolescents; Secondary School Students; Experimental Groups; Control Groups; Comparative Analysis; Physical Fitness; Physical Education; Extracurricular Activities; Family Involvement; Questionnaires; Student Motivation; Parent Influence; Peer Influence; Personal Autonomy; Leisure Time; Self Concept; Foreign Countries; Statistical Analysis; Spain + Suchen Sie Ihr Suchwort? Selbstbestimmung; Theory; Theorie; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Sekundarschüler; Leistungsfähigkeit; Körpererziehung; Sportunterricht; Außerunterrichtliche Aktivität; Fragebogen; Schulische Motivation; Individuelle Autonomie; Freizeit; Selbstkonzept; Ausland; Statistische Analyse; Spanien
Abstract	The authors analyzed the effects of a multidimensional intervention to promote physical activity (PA) in school, based on self-determination theory. The study involved 88 students, between 14 and 17 years old, who were divided into a control group (n = 59) and an experimental group (n = 29). In the experimental group, a 6-month intervention was conducted, applying a teaching unit of fitness and health in physical education (PE) classes, an extracurricular program of healthy PA, and meetings with families. Questionnaires were administered to measure different motivational variables and PA levels at four time points. Significant differences were found in favor of the experimental group in parental and peer autonomy support; integrated regulation in PE; autonomy, intrinsic, and identified regulation in leisure-time PA; moderate, hard, and very hard PA; and physical self-worth. Motivational effects were maintained over time but the effects on PA levels disappeared at 6 months. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01