Sport Education and Extracurricular Sport Participation: An Examination Using the Trans-Contextual Model of Motivation

Autor/inn/en	Wallhead, Tristan L.; Hagger, Martin; Smith, Derek T.
Titel	Sport Education and Extracurricular Sport Participation: An Examination Using the Trans-Contextual Model of Motivation
Quelle	In: Research Quarterly for Exercise and Sport, 81 (2010) 4, S.442-455 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-1367
Schlagwörter	Physical Education; Intervention; Physical Activities; Clubs; Motivation; Children; Adolescents; Student Motivation; Models; Theories; Elementary Schools; Junior High Schools; Preservice Teacher Education; Elementary School Students; Teachers + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Club; Klub; psychologische; Motivation (psychologisch); Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Schulische Motivation; Analogiemodell; Theory; Theorie; Elementary school; Grundschule; Volksschule; Sekundarstufe I; Lehramtsstudiengang; Lehrerausbildung; Lehrer; Lehrerin; Lehrende
Abstract	In this study, we used the trans-contextual model of motivation (TCM) to examine the effect of Sport Education (SE) on students' participation in a voluntary lunch recess sport club. A total of 192 participants (ages 9-14 years) completed measures of the TCM constructs before and after a 12-week SE intervention period. Participants had the opportunity to participate in weekly, voluntary lunch recess sport club sessions during the intervention period. SE elicited a moderate increase in autonomous motives in physical education. The TCM accounted for a significant proportion of the explained variance in lunch recess sport club intention and participation. Autonomy-supportive curricular models, such as SE, may have the potential to facilitate transfer of motivation and participation in physical activity from a physical education to an extracurricular context. (Contains 1 note, 2 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10