Motivating students for physical activity
What can we learn from student perspectives
Bibliographic Data
| ID | 12565579 |
|---|---|
| Authors | G Boonekamp (0000-0001-5235-911X, HAN University of Applied Sciences, The Netherlands, corresponding author), John Dierx (0000-0001-7435-0183, Avans University of Applied Sciences), John AJ Dierx (AVANS University of Applied Sciences, The Netherlands), Erik Jansen (0000-0001-9618-1034, HAN University of Applied Sciences, The Netherlands) |
| Year | 2020 |
| Volume | 27 |
| Issue | 3 |
| Pages | 512-528 |
| Publication date | 2020-11-23 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Physical Education Review (JOURNAL) |
| Journal identifiers | ISSN: 1356-336X • E-ISSN: 1741-2749 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/1356336x20970215 |
| OpenAlex | W3109010539 |
| Language | EN |
| Citations received | 8 |
| References cited | 36 |
Regular physical activity (PA) contributes to lifelong health and well-being. Adolescents in the Netherlands do not engage in sufficient PA, leading to serious health risks. The purpose of this study is to inform PA-enhancing strategies. This paper offers a unique method for analysing students’ perspectives about opportunities for PA in their school environments. The research method combines two approaches: a Health Promoting Schools (HPS) approach, which supports children’s development by using the school setting to promote PA, and a salutogenic approach, which engages all students in dialogue and reflection to identify factors or ‘assets’ that enhance their PA. Ninety-three students aged 12–14 from four secondary pre-vocational education schools participated in two group sessions in which the structured interview matrix and photovoice methods were employed. In these sessions, the students interacted with each other about four asset categories: talents, passions, the social environment and the physical environment. Thematic analyses of their dialogues led to three main insights: (a) students must perceive the activities as meaningful, appealing, contextually possible and manageable; (b) they use a wide variety of reasoning processes when deciding whether to engage in PA; and (c) it is valuable to invite students to share their individual perspectives on assets related to PA. All these aspects connect to the goals of both HPS and salutogenesis. We conclude that shifting the focus towards developing school-based interventions that build on student perspectives and active participation provides students with realistic opportunities for shaping PA and motivates them to be more physically active
Focus group · Health promotion · Mathematics education · Medical education · Pedagogy · Photovoice · Physical activity · Physical education · Psychological intervention · Public health · Qualitative research · Salutogenesis · Sociology · Thematic analysis · Variety (cybernetics · Health, psychology, and well-being · Medicine · Nursing · Psychology · School Health and Nursing Education · Youth Development and Social Support
Influence and Relationship of Physical Activity before, during and after the School Day on Bullying and Cyberbullying in Young People
Physical Activity During the School Day
Physical Activity, Body Mass Index (BMI) and Abdominal Obesity of Pre-Adolescent Children in the Region of Thrace, NE Greece, in Relation to Socio-Demographic Characteristics
Shaping Physical Activity through Facilitating Student Agency in Secondary Schools in the Netherlands
Toward an activist and salutogenic sport programme
A salutogenic and activist strengths-based approach
Examining how observed need-supportive and need-thwarting teaching behaviours relate to pupils’ affective outcomes in physical education
Promoting health through a non-competitive after-school sports programme
Facilitating optimal motivation and psychological well-being across life's domains.
The World Health Organization’s Health Promoting Schools framework
Content Analysis
Revitalising the evidence base for public health
Effect of school-based interventions on physical activity and fitness in children and adolescents
The school environment and adolescent physical activity and sedentary behaviour
Qualitative content analysis in nursing research
Health Promoting Schools—a complex approach and a major means to health improvement
‘Side effects’ of health promotion
Health, well-being and education
Photovoice as a Participatory Health Promotion Strategy
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
Implementation of health promotion programmes in schools
Producing different knowledge and producing knowledge differently’
School-based physical activity interventions
The Atlas school-based health promotion programme
Exploring a pedagogy for meaning-making in physical education
Engaging Young Adolescents in Social Action Through Photovoice
Using thematic analysis in psychology
Children's participation in research
| Citations per year | 2 |
|---|---|
| Citation span | 2022 - 2026 (5) |
| Highly cited | No |