ERIC Number: EJ1178566
Record Type: Journal
Publication Date: 2018-Apr
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0273-5024
EISSN: N/A
Available Date: N/A
Motivational Pathways to Leisure-Time Physical Activity Participation in Urban Physical Education: A Cluster-Randomized Trial
Yli-Piipari, Sami; Layne, Todd; Hinson, Janet; Irwin, Carol
Journal of Teaching in Physical Education, v37 n2 p123-132 Apr 2018
Purpose: Grounded in the trans-contextual model of motivation framework, this cluster-randomized trial examined the effectiveness of an autonomy supportive physical education (PE) instruction on student motivation and physical activity (PA). Method: The study comprised six middle schools and 408 students (M[subscript age] = 12.29), with primary outcomes of students' autonomous motivation in PE and exercise, PA intention, and self-report PA. Results: The path analysis showed that the intervention had a weak positive effect (? = 0.11) on students' perception of autonomy (R[superscript 2] = 0.51), which in turn had a moderate positive effect (ß = 0.29) on autonomous motivation in PE (R[superscript 2] = 0.51). Students' perception of autonomy during PE had a positive effect (ß = 0.63) on their autonomous exercise motivation (R[superscript 2] =0.44) and autonomous exercise motivation had a positive effect (ß = 0.37) on PA intentions (R[superscript 2] = 0.34). Autonomous exercise motivation was an indirect link transferring PE autonomy to PA intentions and participation. Conclusion: The study provides evidence on how motivational experiences in PE transfer to out-of-school PA.
Descriptors: Leisure Time, Physical Activities, Personal Autonomy, Exercise, Intention, Physical Education, Correlation, Middle School Students, Student Motivation, Outcomes of Education, Student Attitudes, Statistical Analysis, Randomized Controlled Trials, Transfer of Training, Urban Education
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Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A