Reciprocal effects of motivation in physical education and self-reported physical activity |
| |
| Affiliation: | 1. Expert Performance and Skill Acquisition Research Group, School of Sport, Health and Applied Science, St Mary''s University, Twickenham, UK;2. Department of Health, Kinesiology, and Recreation, College of Health, University of Utah, USA;1. Department of Sport, Health and Exercise Sciences, University of Hull, Cottingham Road, Hull HU6 7RX, UK;2. Department of Psychology, University of Huddersfield, Queensgate, Huddersfield, HD1 3DH, UK;1. 125 University Private, Montpetit Hall, MNT 416B, School of Human Kinetics, University of Ottawa, Ottawa, Ontario, K1N 6N5, Canada;2. 125 University Private, Montpetit Hall, MNT 226, School of Human Kinetics, University of Ottawa, Ottawa, Ontario, K1N 6N5, Canada;3. 4700 Keele St, Norman Bethune College 338, School of Kinesiology and Health Science, York University, Toronto, Ontario, M3J 1P3, Canada;1. Department of Physical Education, National Taiwan Normal University, Taipei 106, Taiwan;2. Institute of Physical Education, Health & Leisure Studies, National Cheng Kung University, Tainan 701, Taiwan;3. Graduate Institute of Athletics and Coaching Science, National Taiwan Sport University, Taoyuan County 333, Taiwan;4. Graduate Institute of Sport Pedagogy, University of Taipei, Taipei 111, Taiwan;1. Faculty of Kinesiology & Physical Education, University of Toronto, Canada;2. Department of Family Medicine, McMaster University, Canada;3. Department of Psychiatry & Behavioural Neurosciences, CanChild Centre for Studies in Childhood Disability, Offord Centre for Child Studies, McMaster University, Canada;4. Department of Kinesiology, McMaster University, Canada;5. Department of Health Sciences, Brock University, Canada;6. INfant and Child Health (INCH) Lab, McMaster University, Canada |
| |
| Abstract: | ObjectivesThe present study tested whether self-reported school and leisure-time physical activity have a reciprocal relationship with Physical Education (PE)-based motivational regulations described by self-determination theory. Participants were 635 11- and 12-year-old school children from the United Kingdom.Design & MethodA cross-lagged longitudinal design over two time points was employed. Study hypotheses were analyzed using latent factor reciprocal effects models.ResultsFollowing temporal invariance tests, data revealed positive relationships between both types of physical activity and subsequent changes in autonomous motivation, but not the oft-stated reverse relationship. No relationships were observed involving introjected regulation. Theoretically aligned relationships between external regulation and changes in physical activity were observed, but no reverse relationships. Both types of physical activity behavior were negatively associated with changes in amotivation in PE, but surprisingly, amotivation in PE positively predicted changes in leisure-time physical activity.ConclusionsIn general, physical activity participation may help children internalize reasons for partaking in PE and foster self-determination. However, the widespread theory that self-determined PE motives can develop school and leisure-time physical activity participation was not compellingly demonstrated. |
| |
| Keywords: | Health promotion Time-lagged Self-determined motivation Controlling motivation |
| 本文献已被 ScienceDirect 等数据库收录！ |
|
