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Extracurricular School-Based Sports as a Stepping Stone Toward an Active Lifestyle? Differences in Physical Activity and Sports-Motivation Between Extracurricular School-Based Sports Participants and Non-Participants

An De Meester, Greet Cardon, Ilse De Bourdeaudhuij, and Leen Haerens

Purpose:

The goals were to investigate whether extracurricular school-based sports reach students not engaging in community sports and whether extracurricular school-based sports participants are more physically active and/or autonomously motivated toward sports than nonparticipants.

Method:

1526 students (48.0% boys; 85.9% Belgian natives; age = 15.34 ± 1.83y) completed validated questionnaires to assess sports participation, physical activity (PA) and sports-motivation. Multilevel regression analyses were conducted.

Results:

Only 28.7% of all students (n = 438), and 19.7% of students not engaging in community sports (n = 123), participated in extracurricular school-based sports. Participants were significantly more physically active [β=44.19, S.E.=17.34, χ2(1)=6.50, p = .01] and autonomously motivated [β=.18, S.E.=.04, χ2(1)=25.62, p < .001] than nonparticipants, even after controlling for community sports participation. Boys were more physically active and autonomously motivated than girls (p < .001).

Conclusion:

As participation is linked to higher PA-levels and autonomous motivation, increasing overall participation rates may contribute to children developing a more physically active lifestyle and achieving the PA guidelines.

Cover Journal of Teaching in Physical Education

In Journal of Teaching in Physical Education Volume 36 (2017): Issue 4 (Oct 2017)

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Teaching a Holistic, Harmonious and Internal Motivational Concept of Excellence to Promote Olympic Ideals, Health and Well-Being for All

Athanasios G. Papaioannou

Based on recent trends in positive psychology, on ancient Greek sport literature and particularly on Aristotle’s philosophy, the holistic, harmonious and internal motivational components of excellence and their implications for students’ motivation for physical activity, health and well-being are presented. While modern motivational theories and research have partly addressed the holistic and internal motivational components of excellence, they have yet to address its harmonious part. In this article it is explained why all three components of excellence are required to promote eudaimonic well-being, which is the ultimate aim of Olympism. It is argued also that the conceptualization of hedonic-eudaimonic well-being should be primarily based on the “me” versus “us” meaning. While current physical activity experiences more often reflect a hedonistic perspective, to promote health and well-being for all, an eudaimonic perspective in teaching in physical education and youth sport is needed. This should primarily focus on the promotion of Olympic ideals, such as excellence, friendship, and respect. These three ideals and well-being are all very much interconnected, when all three components of excellence exist in excess. To promote excellence, Olympic ideals, and well-being, the core ideas of an educational philosophy promoting excellence in physical education and youth sport are presented.

Cover Journal of Teaching in Physical Education

In Journal of Teaching in Physical Education Volume 36 (2017): Issue 3 (Jul 2017)

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Motivational Climate, Motor-Skill Development, and Perceived Competence: Two Studies of Developmentally Delayed Kindergarten Children

Nadia C. Valentini and Mary E. Rudisill

Two studies were conducted to examine the effects of motivational climate on motor-skill development and perceived physical competence in kindergarten children with developmental delays. In Experiment 1, two intervention groups were exposed to environments with either high (mastery climate) or low autonomy for 12 weeks. Results showed that the mastery-climate group demonstrated significantly better locomotor performance and higher perceived physical competence postintervention than did the low-autonomy group, although both groups improved in locomotor and object-control skill performance. The second investigation extended the findings of the first by determining that the intervention effects were present 6 months later. In summary, the mastery-climate group showed positive changes in skill development and perceived physical competence, and this positive pattern of change was maintained over time.

Cover Journal of Teaching in Physical Education

In Journal of Teaching in Physical Education Volume 23 (2004): Issue 3 (Jan 2004)

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Using Self-Determination Theory to Define Pathological Exercise

Kathryn A. Coniglio and Edward A. Selby

inconsistency with which pathological exercise has been defined in the field of eating disorders ( Holland, Brown, & Keel, 2014 ). Motivation for exercise is a promising candidate to differentiate pathological from healthy exercise as previous research has found that exercise for weight and shape reasons

Cover Journal of Clinical Sport Psychology

In Journal of Clinical Sport Psychology Volume 15 (2021): Issue 2 (Jun 2021)

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Testing a Model of Physical Activity Among Mothers and Fathers of Young Children: Integrating Self-Determined Motivation, Planning, and the Theory of Planned Behavior

Kyra Hamilton, Stephen Cox, and Katherine M. White

Parents are at risk for inactivity; however, research into understanding parental physical activity (PA) is scarce. We integrated self-determined motivation, planning, and the theory of planned behavior (TPB) to better understand parental PA. Parents (252 mothers, 206 fathers) completed a main questionnaire assessing measures underpinning these constructs and a 1-week follow-up of PA behavior to examine whether self-determined motivation indirectly influenced intention via the TPB variables (i.e., attitude, subjective norm, and perceived behavioral control) and intention indirectly influenced behavior via planning. We found self-determined motivation on intention was fully mediated by the TPB variables and intention on behavior was partially mediated by the planning variables. In addition, slight differences in the model’s paths between the sexes were revealed. The results illustrate the range of important determinants of parental PA and provide support for the integrated model in explaining PA decision making as well as the importance of examining sex differences.

Cover Journal of Sport and Exercise Psychology

In Journal of Sport and Exercise Psychology Volume 34 (2012): Issue 1 (Jan 2012)

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Is It Really Worth the Effort? Examining the Effects of Mental Fatigue on Physical Activity Effort Discounting

Sheereen Harris, Paul Stratford, and Steven R. Bray

amounts of MVPA each week and 3% of adults engage in no MVPA at all ( Clarke et al., 2019 ). While it is necessary for epidemiological evidence to inform the development of PA guidelines, it is also important to consider people’s motivation for engaging in the intensities and durations of PA recommended

Cover Journal of Sport and Exercise Psychology

In Journal of Sport and Exercise Psychology Volume 44 (2022): Issue 6 (Dec 2022)

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The Effects of Expecting to Teach and Actually Teaching on Motor Learning

Jence A. Rhoads, Marcos Daou, Keith R. Lohse, and Matthew W. Miller

consider, as it may have an additive effect in learning ( Fiorella & Mayer, 2014 ). The reasons why expecting to teach and teaching a motor skill enhance skill learning are also important to consider. Increases in motivation are a potential cause, as motivation has been associated with expecting to teach

Cover Journal of Motor Learning and Development

In Journal of Motor Learning and Development Volume 7 (2019): Issue 1 (Apr 2019)

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Gross Motor Skills and School Day Physical Activity: Mediating Effect of Perceived Competence

You Fu and Ryan D. Burns

have an effect on cardiometabolic health risk ( Burns, Brusseau, Fu, & Hannon, 2017 ; Stodden et al., 2008 ). Numerous studies have explored factors affecting physical activity, gross motor skills, and motivation in children and adolescents (e.g.,  Bandura, 2006 ; Gao, Lee, Kosma, & Solmon, 2010

Cover Journal of Motor Learning and Development

In Journal of Motor Learning and Development Volume 6 (2018): Issue 2 (Dec 2018)

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Relationships Between Students’ Emotional Experiences and Cognitive and Physical Achievement During a Middle School Hybrid Sport Education Tactical Model Season

Kelly L. Simonton, Tristan Wallhead, and Ben D. Kern

Previous research in physical education (PE) has shown that motivation is central to student engagement and learning ( Chen et al., 2013 ; Shen, et al., 2012 ) as well as intention for physical activity (PA) ( Standage et al., 2003 ). Additionally, the Society of Health and Physical Educators

Cover Journal of Teaching in Physical Education

In Journal of Teaching in Physical Education Volume 43 (2024): Issue 3 (Jul 2024)

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The Effect of Immediacy of Expected Goal Feedback on Persistence in a Physical Task

Christopher P. Gunn, Chris Englert, Fabienne Ennigkeit, and Ian M. Taylor

sufficiently investigated. The aim of the present study was to investigate potential motivational processes that could be leveraged to improve performance on a physical persistence task. Self-control has been defined as “the capacity to resist a temptation that is in conflict with a desired long-term goal, in

Cover Journal of Sport and Exercise Psychology

In Journal of Sport and Exercise Psychology Volume 45 (2023): Issue 1 (Feb 2023)