Examining how teachers’ beliefs and behaviors predict students’ motivation and achievement outcomes in physical education is an area of increasing research interest. Guided by the expectancy-value model and self-determination theory, the major purpose of this study was to examine the predictive strength of teachers’ autonomy, competence, and relatedness support toward students’ expectancy-related beliefs, subjective task values, concentration, and persistence/effort in physical education. Participants were 273 middle school students (143 girls, 130 boys) enrolled in a southeastern suburban public school. They completed previously validated questionnaires assessing their perceived teachers’ support for autonomy, competence, and relatedness, expectancy-related beliefs, subjective task values, concentration, and self-reported persistence/effort during their regular classes. The results highlight the importance of teachers’ competence support and autonomy support in fostering students’ motivational constructs and achievement outcomes in physical education. The findings demonstrate that a supportive environment and high levels of expectancy-related beliefs and subjective task values are positively associated with students’ achievement outcomes in physical education.
Tao Zhang, Melinda A. Solmon and Xiangli Gu
Tao Zhang, Katherine Thomas and Karen Weiller
The purpose of this study was to investigate the associations among predisposing (perceived competence and enjoyment), reinforcing (social environments), enabling factors (motor skills, fitness, physical environments) and physical activity among 288 children, and to identify the age and gender differences among participants. The children completed previously validated questionnaires assessing their perceived competence, enjoyment, school social and physical environments, and physical activity. Physical fitness was measured by FITNESSGRAM fitness testing. Students’ motor skills were assessed by PE Metrics. The results indicated that perceived competence and enjoyment predicted physical activity for boys, while perceived competence was the only predictor for girls. Age effects for fitness and skill were significant, as were gender differences for skill, social environment and perceived competence. This study suggests the importance of supportive teachers who provide enjoyable physical education that builds perceived competence for children to improve fitness, motor skill development and physical activity participation. The results support associations between predisposing factors and self-reported physical activity as theorized within the social ecological model.
Zan Gao, Ken R. Lodewyk and Tao Zhang
This study uncovers the predictive relationship of middle school students’ ability beliefs (self-efficacy and expectancy-related beliefs) and incentives (outcome expectancy, importance, interest, and usefulness) to intention, cardiovascular fitness, and teacher-rated effort in physical education. Participants (N = 252; 118 boys, 134 girls) completed questionnaires assessing their ability beliefs, incentives, and intention for future participation in physical education, and then had their cardiovascular fitness assessed with the Progressive Aerobic Cardiovascular Endurance Run (PACER) test. Students’ effort in class was rated by their respective physical education teachers. Correlation analysis yielded significantly positive relationships between ability beliefs and incentives. Regression results revealed that ability beliefs, importance, interest, and usefulness significantly predicted intention for future participation. Ability beliefs also emerged as significant predictors of PACER test scores whereas self-efficacy was the only predictor of teacher-rated effort. Implications for educational practice are discussed.
Xiaoxia Zhang, Xiangli Gu, Tao Zhang, Priscila Caçola and Jing Wang
Purpose: Using 2012 National Health and Nutrition Examination Survey (NHANES) National Youth Fitness Survey data, the authors conducted a cross-sectional secondary analysis to examine the associations of movement behaviors (ie, physical activity [PA] and screen-based sedentary behaviors) and fundamental motor skills (FMS) with fitness (ie, muscular fitness) and fatness (ie, body mass index and waist circumference) in 3- to 5-year-old children. The effect of ethnicity (Hispanic vs non-Hispanic) on these associations was also examined. Methods: A total of 352 children (173 girls; mean age = 4.02 y) from the 2012 NHANES data set were included. Parents reported their child’s PA and screen-based sedentary behaviors. FMS (ie, locomotor and object control) were assessed with the Test of Gross Motor Development, 2nd edition. Other variables used were body mass index, waist circumference, and plank. Results: Hispanic children demonstrated lower levels of PA than non-Hispanic children (P < .05). Children’s FMS emerged as significant predictors of muscular fitness and waist circumference, but not for body mass index in the Hispanic group. In the non-Hispanic group, FMS (ie, object control skills) and PA accounted for significant variances of muscular fitness and waist circumference, respectively. Conclusion: The associations of movement behaviors and FMS with fitness and fatness are different between Hispanic and non-Hispanic young children. Changes in policy or early childhood curriculum may be tailed to promote FMS for an impact on fitness and fatness in both Hispanic and non-Hispanic children.
Zan Gao, Amelia M. Lee, Melinda A. Solmon and Tao Zhang
This study investigated the relationships and mean-level changes of middle school students’ motivation (expectancy-related beliefs, task values, self-efficacy, and outcome expectancy) toward physical education over time, and how gender affected students’ motivation. Participants (N = 206) completed questionnaires over a 1-year period: once in the sixth and seventh grades and again in the seventh and eighth grades. Results yielded that self-efficacy and task values were positive predictors of students’ intention across cohorts. The mean levels of self-efficacy decreased over time for students in Cohort 1 (across sixth and seventh grades). However, results revealed a consistent decline in the mean levels of other motivational variables for both cohorts. No gender differences emerged for the variables. The findings are discussed in regard to the implications for educational practice, and future research areas are presented.
Tsz Lun (Alan) Chu, Tao Zhang, Katherine T. Thomas, Xiaoxia Zhang and Xiangli Gu
Purpose: Based on the self-determination theory, this study explored the predictive strengths and relative importance of basic psychological needs (BPNs; i.e., autonomy, competence, and relatedness) in physical education in physical, cognitive, and psychological outcomes among Hispanic boys and girls. Methods: Fourth- and fifth-grade Hispanic children (N = 214; 110 boys and 104 girls) completed surveys measuring BPNs, effort in physical education, and general well-being and objective assessments of cardiorespiratory fitness and body mass index. Multiple regression analyses were performed on the three adaptive outcomes by gender to determine the relative importance of BPNs. Results: The analyses revealed that (a) competence was the most important BPN in predicting effort and well-being among both boys and girls; (b) relatedness predicted only well-being among boys, but both effort and well-being among girls; and (c) autonomy did not predict any outcomes. Conclusions: The findings highlight the importance of satisfying Hispanic children’s competence and girls’ relatedness in physical education.
Tao Zhang, Melinda A. Solmon, Maria Kosma, Russell L. Carson and Xiangli Gu
Using self-determination theory as a framework, the purpose of this study was to test a structural model of hypothesized relationships among perceived need support from physical education teachers (autonomy support, competence support, and relatedness support), psychological need satisfaction (autonomy, competence, and relatedness), intrinsic motivation, and physical activity. Participants were 286 middle school students in the southeastern U.S. They completed previously validated questionnaires assessing their perceived need support from teachers, need satisfaction, intrinsic motivation, and physical activity. The hypothesized model demonstrated a good fit with the data (RMSEA = .08; CFI = .97; NFI = .96; GFI = .96). Need satisfaction and intrinsic motivation mediated the relationship between need support and physical activity. The constructs of perceived autonomy, competence, and relatedness represent the nutriments that facilitate students’ intrinsic motivation and ultimately positively predict students’ physical activity. The findings supported the theoretical tenets of self-determination theory.