systematic review ( Hodges et al., 2022 ). While many studies have investigated the effects of recess interventions on PA, only a few have explored the motivational and affective-emotional outcomes of participants. Motivation for PA: SDT Perspective Self-determination theory (SDT; Deci & Ryan, 2000 , 2002
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Motivational Predictors of Schoolchildren’s Moods in a Recess Intervention
Antonio Méndez-Giménez and Iván García-Rodríguez
Antecedents of Approach-Avoidance Achievement Goal Adoption in Physical Education: A Longitudinal Perspective
Victoria E. Warburton and Christopher M. Spray
The purpose of this study was to examine the temporal pattern of pupils’ approach-avoidance achievement goal adoption in physical education across Key Stage 3 of secondary school. Moreover, we determined the predictive utility of implicit theories of ability and perceived competence in explaining change in achievement goals, along with the moderating influence of pupils’ year group. On four occasions, over a 9-month period, 511 pupils in Years 7, 8, and 9 completed measures of perceived competence, incremental and entity beliefs, and approach-avoidance goals. Mastery-approach, mastery-avoidance, and performance-avoidance goals exhibited a linear decline over time, whereas performance-approach goals showed no significant change. Theoretical propositions regarding the antecedents of approach-avoidance goal adoption were supported. Year group was found to moderate a number of these antecedent-goal relationships. Results suggest that Year 7 is a critical time for adolescents’ motivation in school physical education.
The Influence of Inadequate Teacher-to-Student Social Support on Amotivation of Physical Education Students
Bo Shen, Weidong Li, Haichun Sun, and Paul Bernard Rukavina
Guided by Green-Demers, Leagult, Pelletier, and Pelletier’s (2008) assumption that amotivation (absence of motivation) is a multidimensional construct, we designed this study to investigate the influence of inadequate teacher-to-student social support on amotivation of high-school physical education students. Five hundred and sixty-six ninth graders completed questionnaires assessing psychological constructs and intentions for future physical education participation while physical education teachers rated their students’ in-class effort. Structural equation modeling analysis revealed that perceived teachers’ inadequate supports in autonomy, competence, and relatedness were associated with different subtypes of amotivation. In turn, amotivation impeded in-class effort and intention for future physical education participation. The findings indicate that diminished social support from teachers may act as a significant factor resulting in students’ amotivation. The multidimensional nature of amotivation should be identified and instructionally addressed during teaching and learning.
Predicting Changes in Physical Education Teachers’ Behaviors Promoting Physical Activity During the COVID-19 Pandemic Using an Integrated Motivational Model
Silvio Maltagliati, Attilio Carraro, Géraldine Escriva-Boulley, Maurizio Bertollo, Damien Tessier, Alessandra Colangelo, Athanasios Papaioannou, Selenia di Fronso, Boris Cheval, Erica Gobbi, and Philippe Sarrazin
al., 2020 ). Indeed, PE teachers experienced many challenges during this period, related, for example, to the physical absence of their students or to the use of digital technologies ( Centeio et al., 2021 ; Mercier et al., 2021 ). In this perspective, examining the motivational determinants underlying
Watching Exercise and Fitness Videos on TikTok for Physical Education: Motivation, Engagement, and Message Sensation Value
Manuel B. Garcia
). Studies have demonstrated the significant impact of PE on various aspects of student development, including attitude ( Garcia et al., 2023 ), motivation ( de Bruijn et al., 2023 ), and academic performance ( Rasberry et al., 2011 ). Regular participation in PE classes also helps reduce stress levels
The Role of Cost in Predicting Learning Outcomes in Physical Education: An Expectancy–Value–Cost Model
Bo Shen, Benzheng Li, and Jin Bo
Motivation, as a cognitive process that serves as a catalyst for individuals to embark on purpose-driven actions, plays a pivotal role in shaping the learning experiences of students in an educational setting ( Schunk, 2020 ). Within the realm of educational psychology, one of the most influential
Development and Validation of the Teacher Motivation in Physical Education Questionnaire
Alex C. Garn, Kelly L. Simonton Jr, and Kevin Mercier
’Sullivan et al., 2020 ). To embark on these challenges and overcome the variety of barriers a teacher faces, they must have the motivation to initiate and continue developing effective and innovative practices ( Zhang, 2021 ). Thus, it is understood that teachers’ psychosocial characteristics for feeling
Understanding How Preservice Teachers Interpret Early Field Experiences at the Secondary Level
Nicholas S. Washburn, Karen Lux Gaudreault, Christopher Mellor, Caitlin R. Olive, and Adriana Lucero
). Moreover, the approach teachers assume when teaching content impacts students’ motivation in class. Irrespective of the activity or instructional model implemented, teachers can vary in the extent to which they control versus nurture their students’ motivational resources. More controlling teachers rely on
Exploring the Effects of a Context Personalization Approach in Physical Education on Students’ Interests and Perceived Competence
Cédric Roure and Denis Pasco
Interest is consistently defined as a psychological state and as a cognitive and motivational variable that directs students’ attention and guides their continued engagement toward content-specific activities ( Renninger & Hidi, 2016 ). The interest theory has been used in an educational context to
The Role of an Empowering Motivational Climate on Pupils’ Concentration and Distraction in Physical Education
Maxime Mastagli, Aurélie Van Hoye, Jean-Philippe Hainaut, and Benoît Bolmont
; Nicholls, 1984 ) have identified antecedents of these two desirable outcomes, such as basic psychological needs satisfaction (i.e., autonomy, competence, and relatedness) that are affected by the motivational climate ( Vasconcellos et al., 2019 ). Based on the theoretical tenets of SDT and AGT, the present