Motivational Pathways to Leisure-Time Physical Activity Participation in Urban Physical Education: A Cluster-Randomized Trial

Autor/inn/en	Yli-Piipari, Sami; Layne, Todd; Hinson, Janet; Irwin, Carol
Titel	Motivational Pathways to Leisure-Time Physical Activity Participation in Urban Physical Education: A Cluster-Randomized Trial
Quelle	In: Journal of Teaching in Physical Education, 37 (2018) 2, S.123-132 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0273-5024
Schlagwörter	Leisure Time; Physical Activities; Personal Autonomy; Exercise; Intention; Physical Education; Correlation; Middle School Students; Student Motivation; Outcomes of Education; Student Attitudes; Statistical Analysis; Randomized Controlled Trials; Transfer of Training; Urban Education + Suchen Sie Ihr Suchwort? Freizeit; Individuelle Autonomie; Übung; Körpererziehung; Sportunterricht; Korrelation; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schulische Motivation; Lernleistung; Schulerfolg; Schülerverhalten; Statistische Analyse; Training; Transfer; Ausbildung; Stadtteilbezogenes Lernen
Abstract	Purpose: Grounded in the trans-contextual model of motivation framework, this cluster-randomized trial examined the effectiveness of an autonomy supportive physical education (PE) instruction on student motivation and physical activity (PA). Method: The study comprised six middle schools and 408 students (M[subscript age] = 12.29), with primary outcomes of students' autonomous motivation in PE and exercise, PA intention, and self-report PA. Results: The path analysis showed that the intervention had a weak positive effect (? = 0.11) on students' perception of autonomy (R[superscript 2] = 0.51), which in turn had a moderate positive effect (ß = 0.29) on autonomous motivation in PE (R[superscript 2] = 0.51). Students' perception of autonomy during PE had a positive effect (ß = 0.63) on their autonomous exercise motivation (R[superscript 2] =0.44) and autonomous exercise motivation had a positive effect (ß = 0.37) on PA intentions (R[superscript 2] = 0.34). Autonomous exercise motivation was an indirect link transferring PE autonomy to PA intentions and participation. Conclusion: The study provides evidence on how motivational experiences in PE transfer to out-of-school PA. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01