Motivations for and positive attitudes toward physical activity (PA) developed during childhood are likely to be carried over to adulthood. The purpose of this study was to examine the relationship between three psychological needs satisfaction, motivational regulations in physical education (PE), and attitudes toward participation in leisure-time PA among upper elementary school students. One thousand and seventy-three students in grades 3-5 anonymously and voluntarily completed three measures, including Psychological Needs Satisfaction, Motivational Regulations, and Attitudes, which were modified from previous works and judged by a panel of experts to ensure the wording of each item was understandable for upper elementary school students. The data were analyzed with descriptive statistics, composite reliability coefficient, and multilevel confirmatory factor analysis methods. The results indicated that the composite reliability coefficients of the measures were above .60, ranging from .62 to .79. The results of structural equation model indicated that satisfactions of autonomy, competence, and relatedness were significantly instrumental to the enhancement of autonomous motivation in PE settings and attitudes toward PA participation. Elementary school students’ having fun, obtaining benefits, and being with friends were all major motivational factors contributing to positive attitudes toward PA outside of school.
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Elementary School Students’ Self-Determination in Physical Education and Attitudes Toward Physical Activity
Weiyun Chen and Andrew J. Hypnar
Correlates of Active School Transportation During the COVID-19 Pandemic Among Canadian 7- to 12-Year-Olds: A National Study
Richard Larouche, Mathieu Bélanger, Mariana Brussoni, Guy Faulkner, Katie Gunnell, and Mark S. Tremblay
. 9 , 10 AT can also be an important strategy to mitigate climate change. 10 – 12 Despite these benefits, there has been a large decline in the proportion of children and youth who engage in active school transportation (AST) over the last few decades, being replaced by automobile travel. 13 – 15
Device-Measured Change in Physical Activity in Primary School Children During the UK COVID-19 Pandemic Lockdown: A Longitudinal Study
James Scales, Jasmine Chavda, Erika Ikeda, Ivelina Tsocheva, Rosamund E. Dove, Helen E. Wood, Harpal Kalsi, Grainne Colligan, Lewis Griffiths, Bill Day, Cheryll Crichlow, Amanda Keighley, Monica Fletcher, Chris Newby, Florian Tomini, Fran Balkwill, Borislava Mihaylova, Jonathan Grigg, Sean Beevers, Sandra Eldridge, Aziz Sheikh, James Gauderman, Frank Kelly, Gurch Randhawa, Ian S. Mudway, Esther van Sluijs, and Christopher J. Griffiths
associated with numerous health benefits in children, including a reduction in early-life risk factors for cardiovascular disease and obesity. 1 , 2 Prelockdown research has suggested that active travel methods of commuting to school contribute to physical activity in children, and national lockdowns have
Norms of the School Culture That Facilitated Teacher Adoption and Learning of a Constructivist Approach to Physical Education
Inez Rovegno and Dianna Bandhauer
This interpretive case study describes five norms of the school culture that facilitated a teacher’s (the second author) adoption and learning of a constructivist approach to physical education. The second author used a movement approach initially based on Every Child a Winner. The first author conducted field observations at the elementary school across 3 years and formal interviews and numerous informal interviews each day of field work with teachers, principals, staff, and children. The five norms or set of norms were (a) the set of norms defining the school philosophy, (b) teacher learning, (c) teacher participatory power and responsibility, (d) continual school improvement, and (e) the tendency “to feel that we can do anything.” The paper describes how the norms influenced the physical educator and the physical educators’ role in creating and maintaining the norms.
Burnout in Secondary School Athletic Trainers, Part I: Correlations With Situational Variables
Leslie W. Oglesby, Andrew R. Gallucci, Anna K. Porter, and Ashlyne P. Elliott
’ Association (NATA) work in the secondary school setting, 9 research pertaining to burnout of ATs in this setting is scarce. In one published study, 10 researchers found that secondary school ATs suffered from moderate work–family conflict. While increases in work–family conflict have been associated with
Influence of a Summer Wellness Program on Bullying Reduction Among School-Age Children
Mengyi Wei, Kevin Andrew Richards, Naiman A. Khan, Amelia Mays Woods, Dorothy L. Espelage, and Kim C. Graber
Bullying has become a major health issue for children in the United States. Approximately, 36% of school-age children reported being bullied during a 6- to 12-month period ( Modecki et al., 2014 ). Bullying is defined as aggressive behavior that is intentionally and repeatedly carried out to hurt
Utilizing Sport Education During Off-Season High School Golf Team Preparation: A Case Study
Todd Layne, Kelly Simonton, Peter Hastie, and Jamie Brunsdon
addressed ( Wallhead et al., 2021 ). One area which has seen little research is the role of SE in promoting students’ participation in sport and physical activity beyond time in school. Specifically, research is needed in different contexts to determine if positive results from SE would remain consistent
Making High School Sport Impactful
Stéphanie Turgeon, Kelsey Kendellen, Sara Kramers, Scott Rathwell, and Martin Camiré
Sport is one of the most popular extracurricular activities for high school students in Canada and the United States. In Canada, high school sports are practiced by over 750,000 student-athletes throughout the country ( School Sport Canada, 2018 ). In the United States, high school sport
A Systematic Review of Correlates of the Moderate-to-Vigorous Physical Activity of Students in Elementary School Physical Education
Lijuan Wang and Yulan Zhou
necessary health benefits. School physical education (PE) has great potential to increase physical activity (PA) levels and help meet the PA guidelines among children ( Gu & Solmon, 2015 ). Structured PE classes are the most promising to the MVPA of school children ( Kobel et al., 2016 ), and school PE
Helping Middle School Females Form a Sense of Self through Team Sports and Exercise
Ruth Ference and K. Denise Muth
The purpose of the study was to investigate how involvement in exercise and participation in team sports were related to the multidimension self-perceptions of middle school females. The study was conducted in 2 middle schools with 181 8th-grade females. Instruments used were the Physical Activity Survey and Harter’s Self-Perception Profile for Children. Results show that participation in team sports was related to four domains of self-perception: social acceptance, athletic competence, scholastic competence, and global self-worth. Informal exercise was related to social acceptance and global self-worth of middle school females. Therefore, it appears that both team sports and exercise may be important in enhancing self-concept in middle school females. Results also show that over half of middle school females in this study participated in three or more team sports during middle school. However, almost half of these students report exercising informally less than three times a week. These results support the increased opportunities of team sports for middle school females.
