Effects of curricular activity on students' situational motivation and physical activity levels

The purpose of this study was to examine (a) the effects of three curricular activities on students'situational motivation (intrinsic motivation [IM], identified regulation [IR], external regulation, and amotivation [AM]) and physical activity (PA) levels, and (b) the predictive strength of situational motivation to PA levels. Four hundred twelve students in grades 7-9 participated in three activities (cardiovascular fitness, ultimate football, and Dance Dance Revolution [DDR]) in physical education. ActiGraph GT1M accelerometers were used to measure students' PA levels for three classes for each activity. Students also completed a Situational Motivation Scale (Guay, Vallerand, & Blanchard, 2000) at the end of each class. Multivariate analysis of variance revealed that students spent significantly higher percentages of time in moderate-to-vigorous PA (MVPA) in fitness and football classes than they did in DDR class. Students reported higher lM and IR toward fitness than DDR They also scored higher in IR toward fitness than football. In contrast, students displayed significantly lower AM toward fitness than football and DDR Hierarchical Linear Modeling revealed that IM was the only positive predictor for time in MVPA (p = .02), whereas AM was the negative predictor (p < .01). The findings are discussed in regard to the implications for educational practice.     

Effects of Curricular Activity on Students' Situational Motivation and Physical Activity Levels

Abstract

The purpose of this study was to examine (a) the effects of three curricular activities on students' situational motivation (intrinsic motivation [IM], identified regulation [IR], external regulation, and amotivation [AM]) and physical activity (PA) levels, and (b) the predictive strength of situational motivation to PA levels. Four hundred twelve students in grades 7–9 participated in three activities (cardiovascular fitness, ultimate football, and Dance Dance Revolution [DDR]) in physical education. ActiGraph GT1M accelerometers were used to measure students' PA levels for three classes for each activity. Students also completed a Situational Motivation Scale (Guay, Vallerand, & Blanchard, 2000) at the end of each class. Multivariate analysis of variance revealed that students spent significantly higher percentages of time in moderate-to-vigorous PA (MVPA) in fitness and football classes than they did in DDR class. Students reported higher IM and IR toward fitness than DDR. They also scored higher in IR toward fitness than football. In contrast, students displayed significantly lower AM toward fitness than football and DDR. Hierarchical Linear Modeling revealed that IM was the only positive predictor for time in MVPA (p = .02), whereas AM was the negative predictor (p < .01). The findings are discussed in regard to the implications for educational practice.     

Teachers' Use of Fitness Tests in School-Based Physical Education Programs

This study was designed to investigate the status of teachers' use of fitness tests in school-based physical education programs. Full-time physical education teachers (N = 325) in 10 states participated. A questionnaire was developed specifically for this study to collect data. Various methods were utilized to lend evidence for the reliability and validity of the items on the questionnaire. Means and standard deviations of continuous variables and Likert-type variables were computed. Frequencies of category variables were calculated and percentages of the frequencies were reported. The results were: (a) most of the teachers used fitness tests with the majority using nationally available fitness tests (among those who implemented the nationally available fitness tests, most utilized the norm-referenced test [i.e., President's Challenge, 1998] and not criterion-referenced tests [i.e., the Fitnessgram, or YMCA Youth Fitness Test Program]), (b) teachers in general implemented different approaches to prepare students for fitness testing and most teachers informed students verbally about the tests in advance, (c) helping students gain awards was the least important purpose for teachers to use fitness tests, and (d) fitness testing was not strongly associated with teachers' fitness/physical activity instruction. The data from the study suggested that fitness testing is merely an isolated part of physical education programs.     

Fitness testing: how do students make sense of the gender disparities?

The ways in which students make sense of the gendered fitness expectations found in a norm-referenced fitness testing program (i.e. President's challenge physical fitness test) were the focus of this study. Participants were 18 fifth grade students who completed fitness tests in their physical education classes. They were interviewed using a standardized, open-ended protocol designed to elicit their perceptions of the fitness test. Three salient themes emerged from the data: (1) students used notions of essentialism and social construction to explain gender differences; (2) students observed their peers’ performances through gendered lenses; and (3) students provided suggestions for change. Based on the findings from this study, researchers and practitioners may begin to recognize the ways in which fitness testing affects how students socially construct ideologies about fitness, ability and their bodies.     

Prevalence and correlates of physical fitness testing in U.S. schools--2000

Because of the perceived lack of youth physical fitness and/or concerns for increased obesity, physical education teachers are interested in youth fitness and physical activity levels. Statewide mandates are being developed that require school-based teachers to complete physical fitness testing. Data from the nationally representative School Health Policies and Programs Study 2000 were analyzed to investigate the prevalence of fitness testing and the professional characteristics of fitness test users. Data were collected with teachers of either randomly selected classes in elementary schools and randomly selected required physical education courses in middle/junior high and senior high schools (N = 1,564). The prevalence of fitness test use is 65% across all school levels. Variables associated with physical fitness test usage were professionally oriented. Results showed that teachers in secondary schools (odds ratio [OR] = 2.25, 95% confidence interval [CI] = I.18-4.27), those with degrees in physical education/kinesiology-related disciplines (OR = 2.01, 95% CI = 1.11-3.63), and those who had completed staff development on physical fitness testing (OR = 3.22, 95% CI = 1.86-5.60) were more likely than respondents without these characteristics to engage in physical fitness testing. Results changed little when separate analyses were conducted for classes/courses in districts requiring versus not requiring fitness testing. Financial variables, including fitness-oriented facilities available, metropolitan location, and discretionary expenditures per student, were not associated with fitness test use. Results provided national prevalence of school-based physical fitness testing use in the U. S. and conveyed information about those who currently use physical fitness tests.     

Children's motivation in elementary physical education: an expectancy-value model of achievement choice

This study examined children's motivation in elementary physical education within an expectancy-value model developed by Eccles and her colleagues. Four hundred fourteen students in second and fourth grades completed questionnaires assessing their expectancy-related beliefs, subjective task values, and intention for future participation in physical education. Results indicated that expectancy-related beliefs and subjective task values were clearly distinguishable from one another across physical education and throwing. The two constructs were related to each other positively. Children's intention for future participation in physical education was positively associated with their subjective task values and/or expectancy-related beliefs. Younger children had higher motivation for learning in physical education than older children. Gender differences emerged and the findings provided empirical evidence supporting the validity of the expectancy-value model in elementary physical education.     

高职院校学生健身体育消费现状的调查与分析

本文采用文献资料、问卷调查、访谈、数理统计等方法,对广东省五所职业技术学院学生的健身体育消费观念、消费动机、消费项目、消费水平及影响健身体育消费的因素进行调查,结果表明:高职院校学生健身体育消费观念较强,但消费水平较低,针对高职院校学生健身体育消费的现状从个人、学校、社会三个层面提出了指导性建议,旨在促进大学生健身体育消费的健康发展,并为高职院校体育课程改革、开发和培育大学生健身体育消费市场提供参考。     

宁波市大学生体质监测及参加体育活动状况的调研

通过运用体质监测、问卷调查、文献资料调研和数理统计等方法 ,对当前宁波市大学生的体质状况及参加体育活动情况进行调研分析。结果表明 :宁波市大学生身体形态、机能、素质指标均与全国同龄学生存在着一定的差异 ;宁波市大学生不同程度地参加体育活动 ,活动的时段以清晨为主 ,他们在选择活动项目、形式、场所时带有明显的性别特征 ,他们参加体育活动的动机不是单一的 ,而是多层次的 ,运动场所的不足和运动器材的短缺是影响他们参加体育活动的主要因素。     

河南省大学生体育生活方式的现状研究

本文采用文献资料法、问卷调查法、数理统计法等研究方法对河南省部分全日制大学生体育生活方式的调查分析,结果显示：大学生体育生活方式的动机均以“增强体质”排到首位,但在“健身减肥”、“缓解压力”、“增加交往”等其它动机的选择上存在一定的差异;且锻炼项目存在性别差异,生活方式存在年级差异等。     

Finnish students’ enjoyment and anxiety levels during fitness testing classes

ABSTRACT

Background: Fitness testing is a commonly applied learning and teaching practice implemented in both secondary and elementary school physical education (PE). Many teachers believe that by using a variety of different tests, they are able to provide students with feedback regarding their fitness status, and furthermore, increase students’ willingness to be physically active later in their lives. However, empirical evidence concerning students’ affective responses during fitness testing classes is limited.

Purpose: The primary aim of the study was to investigate whether students’ perceptions of enjoyment and anxiety differed between two different types of fitness testing classes and PE in general. In addition, the measurement invariances over time and between Grade 5 (aged 11–12) and Grade 8 (aged 14–15) groups were determined.

Method: A total sample of 645 Finnish Grade 5 (N?=?328, 50% boys, mean age?=?11.2, SD?=?0.36) and Grade 8 students (N?=?317, 47% boys, mean age?=?14.2, SD?=?0.35) participated in the study. Series of multi-group confirmatory factor analyses were conducted to test the level of measurement invariance between general PE and fitness testing classes, and between age groups. Strict factorial invariance was supported for both enjoyment and anxiety scales allowing for latent mean comparisons. Latent mean differences were studied using z-tests.

Results: Grade 5 students perceived significantly lower levels of enjoyment and cognitive processes and a higher level of somatic anxiety in fitness testing classes compared to general PE. Additionally, for Grade 8 students, levels of enjoyment and cognitive processes were significantly lower and somatic anxiety and worry higher in fitness testing classes than in general PE. Furthermore, enjoyment was significantly higher, and cognitive processes, somatic anxiety and worry lower among Grade 5 students compared with Grade 8 students in both contextual PE and during fitness testing class.

Conclusion: Results of this study indicate that students’ perceptions of enjoyment were lower in fitness testing classes compared to PE in general. Additionally, students perceived lower levels of cognitive anxiety and higher levels of somatic anxiety in fitness testing classes than in general PE. It is noteworthy that students might not significantly dislike fitness testing per se but instead have significantly more positive affects towards PE in general. Generally, practitioners conducting fitness testing lessons are encouraged to embrace different strategies such as fostering basic psychological needs or promoting mastery climate to facilitate enjoyment and diminish anxiety.     

Physical activity and situational motivation in physical education: influence of the motivational climate and perceived ability

The influence of perceptions of the motivational climate and perceived ability on situational motivation and the physical activity behavior of 213 male and 229 female adolescent physical education students (M age = 12.56 years; SD = 0.96) was examined over a 3-day period. A significant age by gender interaction emerged, with physical activity declining from the sixth to eighth grade. The decline was more pronounced among female than male students. Perceptions of a mastery climate were strongly related to more self-determined forms of situational motivation. In contrast, perceptions of a performance climate were strongly related to less self-determined forms of situational motivation. Results of a hierarchical regression analysis revealed gender, perceived ability, and perceptions of a mastery climate to explain a significant amount of variance in physical activity. These findings suggest that promoting a mastery oriented motivational climate in physical education will foster self-determined situational motivation and physical activity.     

Causal relationships of sport and exercise involvement with goal orientations, perceived competence and intrinsic motivation in physical education: a longitudinal study

Little information exists about the causal relationships of sport and exercise participation with goal orientations, perceived athletic competence and intrinsic motivation in physical education. A longitudinal study was conducted involving 882 Greek students who completed questionnaires on three occasions: 3 - 5 weeks into the academic year, 3 - 6 weeks before the end of the academic year, and 7 months later. The data were analysed using structural equation models, controlling for age. Task orientation and intrinsic motivation in physical education at the beginning of the academic year predicted sport and exercise participation 7 and 14 months later. Perceived athletic competence both at the beginning and end of the academic year predicted sport and exercise participation 7 and 14 months later, while ego orientation did not predict sport and exercise involvement at either time. Previous sport and exercise participation had positive effects on task orientation and perceived athletic competence 3 - 6 weeks before the end of the academic year and predicted all cognitive-affective constructs 7 months later. These results imply that the cultivation of task orientation, intrinsic motivation in physical education and perceived athletic competence will help to promote sport and exercise participation in adolescence.     

The influence of domain specificity on motivation in physical education

With the assumption that domain specificity would significantly influence students' motivation, our study was designed to investigate between- and within-domain relations of task value, perceived autonomy and competence, and achievement goal orientations across physical education and mathematics. Urban adolescents (N = 273, ages 12-14 years) completed questionnaires assessing these motivational constructs in both subjects. Based on our confirmatory factor analyses and fit indexes, all motivational constructs demonstrated strong subject specificity. Strengths of associations between physical education and mathematics differed by individual motivational constructs. Within-domain interrelations of these constructs were not consistent across physical education and mathematics. Our findings suggest that domain specificity in physical education plays a significant role in students' motivation.     

Attitudes of College Women toward High School Physical Education Programs

Abstract

A revision of the Plummer attitude inventory and a background information questionnaire were administered to 1,126 freshman college women enrolled in the private four-year colleges in Iowa in September 1964. Attitude scores were determined and comparisons were made on the basis of background information. Significant differences in attitude toward physical education were found between those earning interscholastic athletic letters and those not earning letters, those participating in organized physical activity programs outside of school and those not participating in such programs, those from farms and those from cities, those from small high school graduating classes and those from large high school graduating classes, those who chose teaching careers and those who chose other careers, those who ratedselves above average in physical skills and those who ratedselves below average in physical skills, and those who enjoyedr high school physical education programs and those who did not. Significant differences did not exist between those who had physical education in high school and those who did not, those who had a woman teachingr high school physical education classes and those who had a man, those who took physical fitness tests and those who did not, those who attended parochial high schools and those who did not, those from small towns and those from cities, those who had physical education two hours or less a week and those who had physical education four hours or more a week, and those from Iowa and those from other states.     

大学生身体锻炼与幸福感关系的个人计划分析

从个人计划的角度分析了身体锻炼与幸福感的关系.采用个人计划分析方法(Per-sondl Project Analysis)、生活满意度量表和积极情感、消极情感量表对380名大学生被试进行了测查.结果表明,身体锻炼可由控制、评价和困难3个因素解释;身体锻炼类型与幸福感相关不显著;生活满意度和积极情感高分组在体育锻炼的评价因素上的得分大于低分组且差异显著,消极情感两组在控制和评价两个因素上的得分均差异显著;体育锻炼可以作为积极情感和消极情感的有效预测因子,其中体育锻炼的评价因素对积极情感有预测效力,控制则对消极情感的预测效果更好.可能说明,作为个人计划的一种特殊的形式,身体锻炼与情感的关系比与生活满意度的关系更为紧密.     

Comparison of Hydrostatic Weighing at Residual Volume and Total Lung Capacity in Children

Abstract

The influence of perceptions of the motivational climate and perceived ability on situational motivation and the physical activity behavior of 213 male and 229 female adolescent physical education students (M age= 12.56 years; SD = 0.96) was examined over a 3-day period. A significant age by gender interaction emerged, with physical activity declining from the sixth to eighth grade. The decline was more pronounced among female than male students. Perceptions of a mastery climate were strongly related to more self-determined forms of situational motivation. In contrast, perceptions of a performance climate were strongly related to less self-determined forms of situational motivation. Results of a hierarchical regression analysis revealed gender, perceived ability, and perceptions of a mastery climate to explain a significant amount of variance in physical activity. These findings suggest that promoting a mastery oriented motivational climate in physical education will foster self-determined situational motivation and physical activity.     

Exergaming impact on physical activity and interest in elementary school children

In this study, I explored the impact of exergaming on in-class physical activity (PA) and motivation in physical education. Elementary children participated in a 4-week exergaming unit and a 4-week fitness unit. A t test showed the children's in-class PA in the exergaming unit was significantly lower than in the fitness unit. Results also indicated that students' situational interest in exergaming was significantly higher than in the fitness unit at the beginning and end of instruction. Children's interest declined significantly in both units and at the same rate. The evidence suggests that exergames may have strong motivational power but it is premature to claim they will increase physical activity enough for children to receive health benefits in physical education.     

Swedish PE teachers struggle with assessment in a criterion-referenced grading system

In the field of education, the international trend is to turn to criterion-referenced grading in the hope of achieving accountable and consistent grades. Despite a national criterion-referenced grading system emphasising knowledge as the only base for grading, Swedish physical education (PE) grades have been shown to value non-knowledge factors, such as students’ characteristics and behaviour. In 2011, a new national curriculum was implemented which attempts to deal with the problem by prescribing specific knowledge requirements with a clear progression as the only basis for different grades. The aim of the present study is to explore the impact of the new knowledge requirements on what teachers consider important when assigning grades. It is also to discuss what non-knowledge-related aspects (if any) teachers continue to look for and why these seem to remain resilient to the reform. The Repertory Grid technique was employed to interview the teachers before (2009) and after the implementation (2013). During the interviews, the grading of 45 students was discussed, which generated 125 constructs. After the implementation, there was a near doubling of knowledge constructs, half as many motivation constructs and an almost total elimination of constructs based on confidence and social skills. While motivational factors were still considered valuable for the award of a higher grade, clear criteria seemed to be important, but too limited for the teachers’ needs. In order to understand the persistence of motivational factors, we discuss the results in relation to Bernstein’s interrelated message systems of curriculum, pedagogy and assessment. We emphasise the need to discuss how valid grades can be achieved and, at the same time, give value to the regulative discourse in order to realise the overarching national goals of values and norms in education and PE.     

大学生心理素质在体育活动中表现的特征

基于目前国内体育活动与心理素质教育结合的思想,采用多元方差和回归设计,对300名在校大学生进行了包括心理适应能力、人际关系综合能力、自信心3份问卷和体育活动参与情况的调查。结果表明:经常参加艺术体育类活动的大学生在自信心方面表现出了相对较高的水平;经常参加体育活动的大学生比不经常参加体育活动的大学生在心理素质方面表现出了较高的水平;每周参加2次及以上体育活动的大学生比只参加1次的大学生在人际关系方面表现出了较高的水平。每周参加3次或以上体育活动的大学生在心理适应方面表现出了较高的水平;每次参加体育活动的时间与大学生的自信心存在高相关,预测模式显示每次参加体育活动时间越长的大学生,自信心表现越强。     

2004年山东省大学生体质监测结果分析与评价

采用文献资料法、比较研究法以及数理统计等方法,对山东省四所试点高校03级6 682名大学生进行新《标准》实施后的体质监测,并将其测试、评价及分析结果与全国同年龄大学生比较.结果表明：山东省大学生男、女学生的平均身高、体重都明显高于全国同龄大学生（P＜0.01）,但身体机能与力量素质却明显低于全国同龄大学生（P＜0.01）,而柔韧素质却高于全国同龄大学生;女生的优秀率和良好率高于男生,而不及格率低于男生,并且女生的测试平均总分也略高于男生,表明山东省女大学生体质状况好于男生;总成绩与身体机能指标、身体素质指标之间呈高度相关,而与身体形态指标无显著性相关（女生体重除外）.建议主要通过体育教学的干预,树立“健康第一”的指导思想,为逐步提高大学生的身体素质,改善大学生健康状况提供有益的手段和保证.