Importance of Providing Additional Choices in Relation to Pupils' Happiness, Mastery, Well-Being, Contentment, and Level of Physical Activity in Physical Education
Bibliographic Data
| ID | 5285934 |
|---|---|
| Authors | Stian Oldervik (Nord University, corresponding author), Pål Lagestad (0000-0003-4608-8039, Nord University) |
| Year | 2021 |
| Volume | 3 |
| Pages | 599953-599953 |
| Publication date | 2021-04-15 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Sports and Active Living (JOURNAL) |
| Journal identifiers | ISSN: 2624-9367 • E-ISSN: 2624-9367 |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/fspor.2021.599953 |
| PMID | 33937751 |
| OpenAlex | W3154844633 |
| Language | EN |
| Citations received | 7 |
| References cited | 52 |
Previous research points to the importance of providing support to autonomy in PE, because it has a particularly positive effect on motivation in PE. However, previous research has not examined the association between autonomy and the variables; happiness, mastery, well-being, contentment and activity level in PE. This study examined how increased self-determination affects happiness, mastery, well-being, contentment and activity level in PE. The study is an intervention (cross-over study) with one control group (one class) and two intervention groups (two classes), using questionnaires and accelerometers among 88 tenth graders (41 boys and 47 girls). The three classes included approximately the same number of boys and girls. The intervention groups included, respectively, 30 and 29 pupils in each class, and 29 pupils' in the control group. The pupils' experiences of happiness, mastery, well-being, contentment was measured three times-after a month with, respectively, ordinary PE, teacher-directed PE, and self-organized PE (autonomy), and the activity levels (accelerometer) was measured during the 24 lessons that took part in the period of teacher-directed PE and self-organized PE. Factor analysis, repeated measures ANOVA (mixed method ANOVA design) and paired samplet-tests with Bonferroni correction were performed, in order to look at differences in happiness, mastery, well-being, contentment and activity level during periods of; self-determination, teacher-directed PE and ordinary PE. The results show that self-determination in PE gives the pupil a significant increased experience of happiness, well-being and contentment, and also a higher activity level in PE. The results indicate that increased self-determination in PE can positively affect lower secondary school pupils' happiness, well-being, contentment and activity level in PE, and that teachers should strive to encourage self-determination among pupils in PE. Further research should be based on intervention studies studying self-determination over longer continuous period, in classes with both older and younger pupils
Contentment · Developmental psychology · Happiness · Mathematics education · Physical education · Well-being · Children's Physical and Motor Development · Motivation and Self-Concept in Sports · Physical Education and Pedagogy · Psychology · Social Psychology
Norwegian Secondary School Teachers’ Reflections on Models for Physical Activity During Schooltime
Schooltime's contribution to pupils' physical activity levels
Examining the interplay of physical literacy, learner engagement, and physical education satisfaction in fostering overall well-being
A longitudinal study of student attitudes towards physical education
The Impact of Non-Physical Education Teachers’ Perceptions on the Promotion of Active and Healthy Lifestyles
Changes in friluftsliv (outdoor recreation) activities among Norwegian adolescents during the Sars-CoV-2 pandemic
Students' experience of being seen by their physical education teachers and associated factors
Statistical Power Analysis for the Behavioral Sciences
Research on self-determination in physical education
Different combinations of perceived autonomy support and control
Experimentally Based, Longitudinally Designed, Teacher-Focused Intervention to Help Physical Education Teachers Be More Autonomy Supportive Toward Their Students
The effect of an intervention to improve newly qualified teachers’ interpersonal style, students motivation and psychological need satisfaction in sport-based physical education
Observing Physical Education Teachers’ Need-Supportive Interactions in Classroom Settings
Fostering a Need-Supportive Teaching Style
Development and Initial Validation of a Measure of Autonomy, Competence, and Relatedness in Exercise
A Prospective Study of Participation in Optional School Physical Education Using a Self-Determination Theory Framework.
A classroom-based intervention to help teachers decrease students’ amotivation
On the Assessment of Situational Intrinsic and Extrinsic Motivation
Systematic review of the health benefits of physical activity and fitness in school-aged children and youth
Intrinsic Motivation and Self-Determination in Human Behavior
Factorial and Criterion Validity of Scores of a Measure of Belonging in Youth Development Programs
The contributing role of physical education in youth’s daily physical activity and sedentary behavior
Effects of gender, activity type, class location and class composition on physical activity levels experienced during physical education classes in British secondary schools
Using concept mapping in the development of the EU-PAD framework (EUropean-Physical Activity Determinants across the life course)
Exploring the relationship between physical activity, life goals and health-related quality of life among high school students
High School students’ experiences of being ‘seen’ by their physical education teachers
Adolescents' meaning-making experiences in physical education – in the transition from primary to secondary school
Motivational profiles for secondary school physical education and its relationship to the adoption of a physically active lifestyle among university students
Value Pluralism and Physical Education
Fun and enjoyment in physical education
The "What" and "Why" of Goal Pursuits
| Unique citing works | 7 |
|---|---|
| Citations per year | 1,75 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 7 |