Evaluation of a Mandatory Theory-Based Physical Activity Course on Motivation among Predominantly Hispanic College Students

Autor/inn/en	Barton-Weston, Heather; Chen, Wei-Ju; Fike, David; Griffiths, Randall; Soukup, Gregory; Chen, Lei-Shih
Titel	Evaluation of a Mandatory Theory-Based Physical Activity Course on Motivation among Predominantly Hispanic College Students
Quelle	In: Journal of American College Health, 71 (2023) 4, S.1213-1219 (7 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chen, Lei-Shih)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0744-8481
DOI	10.1080/07448481.2021.1926259
Schlagwörter	Required Courses; Physical Education; Physical Activities; Student Motivation; Hispanic American Students; College Students; Exercise; Self Determination; Personal Autonomy; Interpersonal Relationship; Competence + Suchen Sie Ihr Suchwort? Pflichtkurs; Körpererziehung; Sportunterricht; Schulische Motivation; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Collegestudent; Übung; Selbstbestimmung; Individuelle Autonomie; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Kompetenz
Abstract	Objective: The present study aims to examine the impacts of a mandatory physical activity (PA) course on exercise motivation among predominately Hispanic college students. The course was designed based on the Self-Determination Theory to increase students' PA motivation. Methods: A total of 383 college students (n[subscript males]=126; n[subscript females]=257; M[subscript age]=19.6; 67.6% Hispanic/Latino[a]) participated in the course and completed the Behavioral Regulation to Exercise Questionnaire-2 at the beginning (pretest) and the end of the course (post-test). This questionnaire measured five motivation constructs: amotivation, intrinsic motivation, extrinsic motivation, introjected regulation, and identified regulation. Results: Findings showed significant increases from pretest to post-test in all five motivation constructs (ps<0.01). Conclusions: Although the mandatory PA curriculum successfully increased the intrinsic motivation, extrinsic motivation, introjected regulation, and identified regulation among college students, amotivation was also increased. These outcomes suggested some positive impacts on Hispanic college students' motivation to participate in PA. Findings can assist researchers and educators in developing, implementing, and evaluating required PA courses in colleges and universities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01