Search Results

You are looking at 1 - 10 of 1,373 items for :

  • "enjoyment" x
  • Refine by Access: All Content x
Clear All
Restricted access

Children’s Enjoyment of Play During School Lunchtime Breaks: An Examination of Intraday and Interday Reliability

Brendon P. Hyndman, Amanda C. Benson, Shahid Ullah, Caroline F. Finch, and Amanda Telford


Enjoyment and play during school lunchtime are correlated with children’s physical activity. Despite this, there is an absence of studies reporting children’s enjoyment of play during school lunchtime breaks. The purpose of this study was to examine the intraday and interday reliability of children’s enjoyment of school lunchtime play.


Surveys used to assess children’s enjoyment of lunchtime play were distributed to and completed by 197 children (112 males, 85 females), aged 8–12 years attending an elementary school in Victoria, Australia. Children completed the surveys during class before lunch (expected enjoyment) and after lunch (actual enjoyment) for 5 days. The intra- and interday enjoyment of school lunchtime play reliability were determined using a weighted kappa.


Intraday kappa values ranged from fair (0.31) to substantial (0.75) within each of the 5 days (median kappa = 0.41). In comparison, “expected” (0.09–0.40; median 0.30) and “actual” (0.05–0.46; median 0.28) interday enjoyment of lunchtime play displayed low reliability.


Children’s enjoyment of lunchtime play appears to be more consistent within days than across days. The findings suggest that assessment of children’s enjoyment of lunchtime play once on a single day would be representative of a particular day but not necessarily that particular school week.

Restricted access

Self-Efficacy Manipulation Influences Physical Activity Enjoyment in Chinese Adolescents

Liang Hu, Shoubin Cheng, Jiaying Lu, Lele Zhu, and Ling Chen


In this study, we examined the effect of the manipulation of exercise self-efficacy on the enjoyment of physical activity in a sample of 44 Chinese adolescents (age = 14.27 ± .87 y), including 22 boys and 22 girls.


The participants were randomized into a low-efficacy or high-efficacy condition, and their self-efficacy beliefs for engaging in moderate-intensity physical activity were manipulated by providing false feedback after a submaximal exercise test. The participants’ self-efficacy was measured and compared before and after the exercise test and the participants’ enjoyment of physical activity was assessed after the exercise test.


It was found that exercise self-efficacy was successfully manipulated in the expected direction in both conditions, which significantly influenced the participants’ enjoyment of physical activity. After the exercise test, the participants in the low-efficacy condition reported lower enjoyment scores relative to the high-efficacy participants.


These results suggest that self-efficacy may have an important influence on the enjoyment of physical activity among Chinese adolescents. We recommend that physical activity promotion programs should be tailored to enhance adolescents’ self-efficacy beliefs and enjoyment of the experience of physical activity.

Restricted access

What Is Enjoyment? A Conceptual/Definitional Analysis with Implications for Sport and Exercise Psychology

Jay C. Kimiecik and Amy T. Harris

It has been suggested that enjoyment is a key construct for understanding and explaining the motivation and experiences of sport and exercise participants (Scanlan & Simons, 1992; Wankel, 1993). In this paper, definitions of enjoyment used by sport and exercise psychology researchers are reviewed, and the conceptual and measurement implications for the study of sport and exercise experiences are discussed. In many studies investigating enjoyment, researchers have not adequately defined the construct. Also, there are possible limitations with proposed definitions of enjoyment (e.g., Scanlan & Simons, 1992; Wankel, 1993). One possible way of addressing these limitations is to conceptualize and define enjoyment as flow (Csikszentmihalyi, 1993). To support this enjoyment-equals-flow contention, enjoyment/flow is compared with other related constructs: affect, attitude, pleasure, and intrinsic motivation. Implications of the suggested definition of enjoyment as flow for past and present enjoyment research in sport and exercise psychology are discussed.

Restricted access

Affective and Enjoyment Responses to High-Intensity Interval Training in Overweight-to-Obese and Insufficiently Active Adults

Nic Martinez, Marcus W. Kilpatrick, Kristen Salomon, Mary E. Jung, and Jonathan P. Little

High-intensity interval training (HIIT) has many known physiological benefits, but research investigating the psychological aspects of this training is limited. The purpose of the current study is to investigate the affective and enjoyment responses to continuous and high-intensity interval exercise sessions. Twenty overweight-to-obese, insufficiently active adults completed four counterbalanced trials: a 20-min trial of heavy continuous exercise and three 24-min HIIT trials that used 30-s, 60-s, and 120-s intervals. Affect declined during all trials (p < .05), but affect at the completion of trials was more positive in the shorter interval trials (p < .05). Enjoyment declined in the 120-s interval and heavy continuous conditions only (p < .05). Postexercise enjoyment was higher in the 60-s trial than in the 120-s trial and heavy continuous condition (p < .05). Findings suggest that pleasure and enjoyment are higher during shorter interval trials than during a longer interval or heavy continuous exercise.

Restricted access

Applying the Sport Commitment Model to Sport Injury Rehabilitation

Windee M. Weiss

influence an athlete’s level of commitment to sport (sport enjoyment, involvement opportunities, personal investments, attractive alternatives, social constraints, social support, and perceived costs). Each of these predictors is hypothesized to either enhance or detract from an athlete’s resolve and desire

Restricted access

Examining Marginality, Isolation, and Emotions and Their Relationship With Physical Educator Intrapersonal Job Beliefs

Kelly L. Simonton, Karen L. Gaudreault, and Caitlin Olive

stability of teachers ( Frenzel, Becker-Kurz, Pekrun, & Goetz, 2015 ; Taxer, Becker-Kurz, & Frenzel, 2018 ). Some of the most often reported teacher emotions are enjoyment, anger, and anxiety ( Frenzel et al., 2015 , 2016 ). Enjoyment is considered a positive and activating emotion that results from

Restricted access

Caring Climate, Emotions, and Engagement in High School Physical Education

Kelly L. Simonton, Alex C. Garn, and Nicholas Washburn

engagement in college PE/PA courses, further supporting the tenets of the CVTAE. Results showed that enjoyment and boredom were, in fact, direct predictors of student engagement, while anger did not impact engagement. Finally, associations between emotions and outcome behaviors have been further tested in

Restricted access

Longitudinal Perspectives on Children’s Physical Activity Patterns: “Do Physical Education–Related Factors Matter?”

Anoek M. Adank, Dave H.H. Van Kann, Teun Remmers, Stef P.J. Kremers, and Steven B. Vos

shown that declines in MVPA 5 , 13 and increases in SB were higher in girls than in boys. 5 Schwarzfischer et al 10 and Kallio et al 8 reported a greater decline in boys’ MVPA. Other studies showed no gender differences in the rate of changes in MVPA 6 , 9 and SB. 10 , 13 The PA enjoyment is one of

Restricted access

Perceptions of High-Intensity Interval Training Among People With Spinal Cord Injury: A Mixed-Methods Analysis

Joseph Peters, Kellie Halloran, Alexander Teague, Emily Erlenbach, Libak Abou, Mariana Kersh, and Ian Rice

estimated duration was reached ( Astorino & Thum, 2018a ; Jacobs et al., 2013 ). Following both HIIT and MICT trials, participants rested approximately 10 min before completing affective surveys. These quantitative surveys were used to test the study’s hypotheses related to enjoyment, self-efficacy, and

Restricted access

A Retrospective Study on Students’ Perceived Experiences in Physical Education: Exploring Beliefs, Emotions, and Physical Activity Outcomes

Kelly L. Simonton, Nicholas Washburn, Laura F. Prior, Victoria N. Shiver, Sean Fullerton, and Karen L. Gaudreault

objectives in the psychomotor, cognitive, and affective dimensions. In addition, research shows that quality PE experiences can improve one’s enjoyment of PA, increase moderate to vigorous PA (MVPA), and improve overall cardiovascular health ( Burner et al., 2019 ; Ryu et al., 2020 ). However, of great