A tailored physical education program enhances elementary students' self‐efficacy, attitudes, and motivation to engage in physical activity

Bibliographic Data

ID21376674
AuthorsShannah Dutrisac (0000-0002-5560-5539, Department of Psychology Red Deer Polytechnic Red Deer Canada), Anomi G Bearden (0000-0002-0989-718X, Department of Psychology Red Deer Polytechnic Red Deer Canada, corresponding author), Jazmyn Borgel (Applied Research and Innovation Red Deer Polytechnic Red Deer Canada), Rob Weddell (Department of Kinesiology & Sports Studies Red Deer Polytechnic Red Deer Canada), Mark Jones (0000-0001-6858-9710, Red Deer Public School District Red Deer Canada), Mark M Jones (0000-0002-5252-5234, Red Deer College), Scott Oddie (Alberta Health Services Red Deer Canada)
Year2023
Volume60
Issue9
Pages3419-3434
Publication date2023-09-01
Open AccessYes
TypeARTICLE
VenuePsychology in the Schools (JOURNAL)
Journal identifiersISSN: 0033-3085 • E-ISSN: 1520-6807
PublisherWiley (PUBLISHER • GB)
DOI10.1002/pits.22927
OpenAlexW4365504703
LanguageEN
References cited36

Achieving adequate physical activity is an important health goal that many elementary school students are not meeting during the school day. The physical activity leadership (PAL) Program was designed to provide individually tailored supports to improve the quantity and quality of physical activity in schools, as well as promote improvements in self‐efficacy, attitudes, and motivation for physical activity. Self‐efficacy, attitudes, and motivation are three key factors in predicting increases in physical activity, and consequently serve as the cognitive‐affective variables examined in the present study. A sample of 117 fourth‐ and fifth‐grade students and 22 teachers completed several quantitative and open‐ended feedback measures before and after a district‐wide physical activity intervention. Results indicated the PAL Program was highly beneficial to all participants, and several key measures (negative attitudes, motivation to exercise, and perceptions of physical ability) were significantly impacted in the anticipated direction. Open‐ended feedback data collected from teachers involved also suggests that the program was well‐received and was perceived as beneficial. This study provides additional evidence in support of individually tailored physical education interventions

Cognition · Intervention (counseling) · Mathematics education · Medical education · Perception · Physical activity · Physical education · Physical therapy · Psychological intervention · Sample (material) · Self-determination theory · Self-efficacy · Applied Psychology · Behavioral Health and Interventions · Medicine · Motivation and Self-Concept in Sports · Obesity, Physical Activity, Diet · Psychology · Social Psychology

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