Relationship Between Motivation and Learning in Physical Education and After-School Physical Activity

Background: Children's participation in after-school physical activity can attenuate the overweight and obesity rates among rural, low socioeconomic status (SES) children. Children's individual determination, as well as social and environmental factors, can influence their behaviors. Purpose: The purposes of this study were to determine if a difference existed in after-school physical activity participation among children from different socioeconomic strata and to identify predisposing, reinforcing, and enabling predictors of after-school physical activity. Methods: A crosssectional, descriptive research design using surveys was used with rural, middle school children. Results: Low SES children were more active than high SES children. Physical activity self-efficacy, attraction to physical activity, and access to equipment were statistically significant in predicting children's after-school physical activity level. Discussion: Interventions enhancing self-efficacy and providing enjoyable options with adequate equipment can foster children's after-school physical activity behavior. Further research however should examine reasons (e.g., farming) why low SES children reported themselves to be more active than not-low SES children; these results are contrary to results from other studies. Translation to Health Education Practice: Increasing overweight and obesity rates should prompt practitioners to consider implementing both physical activity and nutrition interventions specific to rural children.

The purpose of this study is to find out the relationships after-school physical activity participation, self-control, smart phone addiction, and adaptation to school life in youth. The subjects of this study were sampled 426 students live in C-city using a proportionate stratified sampling method. For the verification of collected data, we were performed the reliability, exploratory factor and multiple regression analysis and path analysis using SPSS ver. 21.0. The results obtained are as follows. First, there was a significant difference on the smart phone addition, self-control, and the school life adaptation depend on after-school sports participation. Second, After-school physical activity of youth participation is a negative correlation to the self-control with smart phone addiction, is a positive correlation to the school adjustment. Youth Participation in after-school physical activity appeared to have an positve effect from the sub-factors of physical activity and school adjustment of self-control, Sub-factors of the simple task of self-control, seeking adventure was found on the negative im\-pact on the self-centered, angry temperament. Self control sub-factors of physical activity is having an impact on the smart phone addiction negative, the other sub-factors showed a positive effect on. In addition, physical activity is positively affect the school adjustment and positive effect, and other sub-factors was found to impact on the negative. The negative effect from smart phone addiction has school adjustment problems such as building relationships with teachers and friends, following school rules and taking classes. Third, as a result of the path analysis, the causal relationship between school adjustment based on physical activity participation after school, after-school physical activity participation showed that the indirect effects of school adjustment direct effect on self-control, smart phone addiction, causality the total effect of the appeared to 2.360. Therefore After-school physical activity of youth participation will reduce the smart phone addiction and reinforce the self-control ability. So after-school sports participation is an important and positive factor of adaptation to school life in youth.

The relationship between students’ school environment and exercise habits is complex, and is affected by numerous factors. However, the few studies that have been conducted on this relationship have reported inconsistent results, especially regarding Taiwanese students. We conducted this cross-sectional study to investigate the association of school environment and after-school physical activity with health-related physical fitness in Taiwanese adolescents. Data were drawn from a national survey conducted by the Ministry of Education in Taiwan in 2008 of health-related physical fitness measurements among junior high school students (649,442 total) in grades seven to nine. School environment (level of urbanization, school size, presence of sports field or gymnasium) and after-school physical activity were assessed for their association with adolescents’ physical fitness measurements (body mass index (BMI), bent-leg sit-ups, 800-/1600-m run, sit-and-reach, standing long jump). Urban boys and girls perform significantly better in muscle strength and endurance, cardiorespiratory endurance, flexibility, and explosive power; girls from rural areas exhibited significantly worse scores in body composition. Boys from large-size schools performed the worst in cardiorespiratory endurance, flexibility, and explosive power; whereas girls from large-size schools performed the worst in muscle strength, muscle endurance, and explosive power, but had the best score for body composition. However, the differences in body composition of boys from large-, medium-, and small- size schools did not reach a statistically significant level. Adolescents of both genders in schools with a sports field or gymnasium exhibited significantly better in muscle strength and endurance, cardiorespiratory endurance, and explosive power. Boys in schools with a sports field or gymnasium had significantly better body composition; girls in schools with sports field or gymnasium differed significantly in flexibility. Adolescents of both genders who participated in physical activity after school had significantly better body composition, cardiorespiratory endurance, and flexibility. Boys who participated in physical activity after school significantly differed in explosive power, whereas girls who participated in physical activity after school exhibited significantly better flexibility. Thus, the current study demonstrated that some factors, including urbanization (school location in rural or urban areas), school size, school facility provision (school with or without sports fields or gymnasiums), and after-school physical activity participation are more important than others in shaping adolescents’ physical fitness in Taiwan; meanwhile, these association patterns differed by gender.

Parental influence on children’s physical activity (PA) have been widely studied, however, limited study was reported particularly about after-school hours. The purposes of this study were: 1) to describe the changes of children PA during an after-school PA pilot program; 2) to explore parental attitudes on children's after-school PA participation. A 6-week afterschool PA pilot program was conducted in one primary school with a group of seven children (aged 8-10). The program content included both academic (i.e., tutorial session) and PA (i.e., organized PA session) components. Quantitative data on children’s PA level during the after-school program was measured by pedometers. Qualitative data on parents of the participating children was collected through focus group meeting. The PA component of the program guaranteed children PA level during the after school hours. With the observed positive change on their child’s behavior, academic performance, still remain the major concerns of parents for allowing children to involve in PA. The pilot program included a combination of PA and academic component satisfied the concern of parents. The findings can add information for future intervention design to increase the PA level of children during after-school hour.

Although substantial inquiry has been made into fitness levels of students, there has been scant examination of knowledge in this domain. This article seeks to review and analyze research on student health-related fitness (HRF) knowledge mastery in K–16 programs by examining studies published in the literature. Two major results emerging from the work are misconceptions about fitness and the lack of an adequate amount of HRF knowledge among students at all educational levels (i.e., elementary, secondary, and college). These results were essentially the same as those found more than 20 years ago, indicating a persistent deficiency in fitness education. In addition, little is understood as to how HRF knowledge contributes to the establishment of lifetime physical activity patterns. Student HRF knowledge determinants as well as effective instructional strategies also need thorough study. Based on these findings, implications for improving student HRF knowledge through physical education are discussed, and recommendations for future research are included.

Objective: Health-related fitness knowledge holds the potential for physical activity and behavioural changes. The purpose of this retrospective longitudinal study with retrospective data was (a) to examine high-school students’ health-related fitness knowledge growth through the 9th, 10th and 11th grades under one curriculum condition and (b) to examine gender- and school-level correlates of students’ health-related fitness knowledge and its rate of growth. Method: This study used existing data collected by school districts as they implemented the curriculum. Participants were students ( n = 9,883, 49.4% girls) from 40 high schools following the same curriculum. Health-related fitness knowledge performance was assessed annually for 3 years using an online platform. Potential student- and school-level correlates were collected. A three-level hierarchical linear model was used to examine student health-related fitness knowledge growth and its relation to gender- and school-level correlates. Results: The results showed that high-school student health-related fitness knowledge growth was linear during the 3-year period, with an estimated growth rate of 9.14 ± 1.40% per year under the curriculum condition. Girl students had a higher growth rate than boys, holding other factors constant. Other school-level variables were not significant predictors of health-related fitness knowledge. Conclusion: Overall, the curriculum context was conducive to student health-related knowledge growth. The different knowledge growth rate between boys and girls was a possible reason for gender discrepancy at the 11th grade.

The present study aimed to examine effects of motivational and social cognition constructs on children's leisure-time physical activity participation alongside constructs representing implicit processes using an extended trans-contextual model. The study adopted a correlational prospective design. Secondary-school students (N = 502) completed self-report measures of perceived autonomy support from physical education (PE) teachers, autonomous motivation in PE and leisure-time contexts, and social cognition constructs (attitudes, subjective norms, perceived behavioral control), intentions, trait self-control, habits, and past behavior in a leisure-time physical activity context. Five weeks later, students (N = 298) self-reported their leisure-time physical activity participation. Bayesian path analyses supported two key premises of the model: perceived autonomy support was related to autonomous motivation in PE, and autonomous motivation in PE was related to autonomous motivation in leisure time. Indirect effects indicated that both forms of autonomous motivation were related to social cognition constructs and intentions. However, intention was not related to leisure-time physical activity participation, so model variables reflecting motivational processes did not account for substantive variance in physical activity participation. Self-control, attitudes, and past behavior were direct predictors of intentions and leisure-time physical activity participation. There were indirect effects of autonomous motivation in leisure time on intentions and physical activity participation mediated by self-control. Specifying informative priors for key model relations using Bayesian analysis yielded greater precision for some model effects. Findings raise some questions on the predictive validity of constructs from the original trans-contextual model in the current sample, but highlight the value of extending the model to incorporate additional constructs representing non-conscious processes.

Characteristics of the work environment have been convincingly identified as a contributor to a wide range of health behavior outcomes. According to the Karasek “demand/control” model, intrinsic work characteristics related to control (i.e. decision making, control over pace of work, and extent to which workers can decide the way work is done) and demand (i.e. requires high skill, intensity, and places too many demands) have been related to self report health status and health behaviors. PURPOSE: To examine if perceptions of job control and job demands are related to participation in leisure-time physical activity for men and women. METHODS: Data from a nationally representative U.S. population sample of noninstitutionalized persons aged 25–74 and collected by the John D. and Catherine T. MacArthur Foundation, known as the National Survey of Midlife Development in the United States, were used in this study. Based on the Karasek demand/control model, two scales were constructed:a five item scale for job demands and a five item scale for job control. The physical activity variable was dichotomized into groups: those meeting current ACSM guidelines for minimum participation in physical activity and those not meeting the minimum guidelines. RESULTS: An analysis of 930 males and 686 females who worked full-time during the previous year resulted in the following. Physical inactivity was related to lower levels of job control in males (14.4 t = 2.40 p < .05) but not for females (11.6 t = 1.08 p > .05) Physical inactivity was related to lower levels of job demands in females (15.05 t = 2.54 < .01 but not for males, (16.38 t = 1.56 p > .05) CONCLUSION: These findings suggest that characteristics of the work environment may help explain participation in leisure-time physical activity and that work environment factors vary for men and women. Whereas for men, perceived ability to exert control and having a decision-making component to the job may present stress that is related to a reduction in participation in leisure-time physical activity, for women, factors such as time, ability to balance multiple tasks, and the intensity of work may be related to reductions in physical activity.

Home-based Telehealth Movement-to-Music Increases Physical Activity Participation Among Adolescents With Cerebral Palsy: Pilot RCT

Physical activity (PA) interventions are needed at all age groups (USDHHS, 2000), while women students in Indonesia are still continue to exhibit a poor level of PA which calls for more effective PA interventions. This study is aimed to examine some predictors of PA amongst women students of Teacher Education for Primary Education (TEFPE), including self-control on diet (SC-D), health related fitness knowledge (HRFK), and free time motivation (FTM). This study applied descriptive correlation and regression analysis, and a cross-sectional approach, and participants consist of a random sample of 206 women students of TEFPE. Data were obtained byusing SC-D scale (Grassick et al), FTM scale (Baldwin & Caldwell, 2001), HRFK test (Smart fit), and International Physical Activity Questionnaire-Short (IPAQ-Short) self-report, in which those instruments have been adapted to Indonesian version. The coefficient reliability (Cronbach-alpha) of SC-D scale and FTM scale is fairly high, .80 and .84 respectively, while HRFK test has been validated, and belongs to content validity, while its reliability is high enough (.81). The whole HRFK’s test items (40 items) showed fairly good of its discrimination index. This study revealed that the largest percentage of woman students belongs to a low level of physical activity (vigorous = 13.1%; moderate = 40.80%; light = 46.10%). A multiple correlation among SC-D, HRFK, FTM, and Paws fairly high and significant (R = .858< .05). A multiple regression analysis showed that HRFK (b3 = 63.697) is far more powerful than SC-D (b1=25.086), and FTM (b2 = 7.055) to predict PA. Students’ motivation to engage in PA during free time tend to be generated by extrinsic rather than intrinsic motivation. This study suggest that the acquisition of HRFK is a foundation to promote PA, in order to maintain “a carryo ver effect” to exhibit healthy and active life style amongst students. But free time motivation should be sustained as “driving force” to exhibit healthy behaviour across a life span.

Traditional educational models and assessment tools have neglected the motivation and sustainability of students' emotional engagement in physical education classes. The impact of self-support on emotional engagement in physical education classes and its underlying mechanisms remain under-explored. The present study was a 6-month longitudinal study of 718 college students at two universities in a remote area of southern Shaanxi Province, China. The study aimed to examine the effects of autonomy support on affective engagement in physical education classes and to analyze the longitudinal mediating roles of self-acceptance and academic self-efficacy. The study found that physical education teacher support and parental autonomy support significantly promoted college students' emotional engagement in physical education classes. Chained longitudinal mediation analyses indicated that self-acceptance and academic self-efficacy played chained mediating roles in promoting college students' affective engagement in physical education classes in different supportive environments. This study transcends a static, cross-sectional research perspective, validates and extends self-determination theory, and promotes affective engagement in physical education learning through different autonomy supports that enhance the development of self-acceptance and academic self-efficacy in college students, providing a reference for enhancing physical education teaching and learning and improving the quality of teaching and learning.

Introduction: The development of knowledge and understanding in relation to movement and health is a basic requirement to facilitate lifelong engagement in physical activity with its accompanying possible health benefits. To train teachers in applying adequate strategies, implementation studies have often shown little acceptance of traditional top-down approaches. Thus, the purpose of the Health.edu project was to develop, implement and evaluate effective and feasible measures addressing students' health-related knowledge and understanding (HKU) in physical education (PE) via a participatory approach.Materials and Methods: For evaluation, a controlled pre-post-test study with 233 students from eight different secondary schools in Germany was carried out. Four schools (with two PE teachers at each school) comprised the intervention group and they participated in a 1-year participatory planning process to conceptualize and implement evidence-based PE lessons addressing students' HKU. Control schools carried out their regular PE lessons. Evaluation followed a mixed-methods research design, assessing program implementation via written documentary technique as well as program effectiveness using a standardized questionnaire.Results: Results show a significant intervention effect on students' HKU with a medium effect size. However, due to the participatory process, there were considerable differences between the intervention schools that were involved. Student's HKU improved most in schools where program implementation corresponded to relevant principles of fostering HKU.Discussion: The present study purposefully dispensed with any structured intervention programs for PE teachers to follow. The results show the potential effects of this participatory approach to strengthen student's HKU. However, the participatory planning does not always work in the intended manner, emphasizing that numerous contextual factors influence the implementation process.

Reciprocal effects of motivation in physical education and self-reported physical activity

This study examines the direct and indirect influence of various aspects of enjoyment, including activity enjoyment, enjoyment conceptualised as physical/environmental, and enjoyment conceptualised as social interaction, on regular participation in leisure-time physical activity (LTPA). The study was cross-sectional and used self-report questionnaires to collect data from a random sample of 250 people aged 19–87 years living in an Australian city. Questionnaires included demographic items and scales to measure enjoyment of LTPA, prioritisation of LTPA and regularity of participation in LTPA. The findings suggest that the influence of enjoyment on participation in LTPA is complex. Aspects of enjoyment have varying levels of influence on participation in LTPA and this influence is indirect through preference for LTPA, life priority of LTPA and making time for LTPA. Policies, programs and strategies by government and practitioners that aim to increase participation in LTPA should primarily aim to enhance activity enjoyment, rather than focusing on other aspects of participation. Theoretically, this study suggests that enjoyment is a multidimensional concept and that enjoyment is a part of a larger decision-making process influencing participation in LTPA.

Most people with type 2 diabetes do not engage in regular leisure-time physical activity. The theory of planned behavior and moral norm construct can enhance our understanding of physical activity intention and behavior among this population. This study aims to identify the determinants of both intention and behavior to participate in regular leisure-time physical activity among individuals with type 2 diabetes who not meet Canada's physical activity guidelines. By using secondary data analysis of a randomized computer-tailored print-based intervention, participants (n = 200) from the province of Quebec (Canada) completed and returned a baseline questionnaire measuring their attitude, perceived behavioral control, and moral norm. One month later, they self-reported their level of leisure-time physical activity. A hierarchical regression equation showed that attitude (beta = 0.10, P < 0.05), perceived behavioral control (beta = 0.37, P < 0.001), and moral norm (beta = 0.45, P < 0.001) were significant determinants of intention, with the final model explaining 63% of the variance. In terms of behavioral prediction, intention (beta = 0.34, P < 0.001) and perceived behavioral control (beta = 0.16, P < 0.05) added 17% to the variance, after controlling the effects of the experimental condition (R (2) = 0.04, P < 0.05) and past participation in leisure-time physical activity (R (2) = 0.22, P < 0.001). The final model explained 43% of the behavioral variance. Finally, the bootstrapping procedure indicated that the influence of moral norm on behavior was mediated by intention and perceived behavioral control. The determinants investigated offered an excellent starting point for designing appropriate counseling messages to promote leisure-time physical activity among individuals with type 2 diabetes.