Outside-school physical activity participation and motivation in physical education
Bibliographic Data
| ID | 5263574 |
|---|---|
| Authors | Bo Shen (0009-0003-0242-6830, Division of Kinesiology, Health, and Sport Studies Wayne State University Detroit Michigan USA, corresponding author) |
| Year | 2014 |
| Volume | 84 |
| Issue | 1 |
| Pages | 40-57 |
| Publication date | 2014-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/bjep.12004 |
| PMID | 24547753 |
| OpenAlex | W2044556136 |
| Language | EN |
| Citations received | 6 |
| References cited | 42 |
BackgroundExperience in non-school contexts can shape and reshape students' motivation and mediate their learning in school. Outside-school physical activity may provide students with an extensive cognitive and affective foundation and influence their motivation in physical education. Although a trans-contextual effect of physical education has been explored, very little empirical research has examined the impact from outside-school context to physical education.AimsUsing self-determination theory and a hierarchical model of motivation, this study was designed to examine the association between participation in organized outside-school physical activity programmes and self-determination process in physical education.SampleParticipants included 545 9th graders (305 males and 240 females, age range = 14-16 years, mean age = 14.66 years) enrolled in required physical education classes in three suburban high schools in a large Midwest metropolitan area in the United States.MethodsSelf-determination variables were measured using relevant instruments, and information on organized outside-school physical activity experiences was gathered in a survey. Structural equation modelling analyses were conducted.ResultsStudents who participated in organized outside-school physical activity programmes displayed overall higher motivation; however, the strength of associations among the self-determination variables (i.e., pathways from perceived autonomy support to relatedness, from autonomy to competence, and from self-determined motivation to in-class physical activity engagement) was stronger for their non-participant counterparts.ConclusionThere are dynamic relationships between participation in organized outside-school physical activity programmes and self-determination process in physical education. Physical educators need to identify, appreciate, and instructionally address individual students' differences during teaching and learning
Autonomy · Cognition · Competence (human resources) · Context (archaeology) · Developmental psychology · Mathematics education · Physical activity · Physical education · Self-determination theory · Motivation and Self-Concept in Sports · Physical Education and Pedagogy · Psychology · Social Psychology · Youth Development and Social Support
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| Unique citing works | 6 |
|---|---|
| Citations per year | 1 |
| Citation span | 2020 - 2025 (6) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 6 |