Effectiveness of a creative physical education intervention on elementary school students' leisure-time physical activity motivation and overall physical activity in Finland.

Autor/inn/en	Kokkonen, Juha; Yli-Piipari, Sami; Kokkonen, Marja; Quay, John
Titel	Effectiveness of a creative physical education intervention on elementary school students' leisure-time physical activity motivation and overall physical activity in Finland. Gefälligkeitsübersetzung: Die Wirksamkeit einer kreativen Intervention im Sportunterricht auf die Bewegungsmotivation in der Freizeit und die gesamte körperliche Aktivität von Grundschülern in Finnland.
Quelle	In: European physical education review, 25 (2019) 3, S. 796-815Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1356-336X; 1741-2749
DOI	10.1177/1356336X18775009
Schlagwörter	Gruppenzugehörigkeit; Kreativität; Selbstständigkeit; Grundschule; Aktivität; Lernbedingungen; Gruppenarbeit; Schülerorientierter Unterricht; Aufgabenlösen; Unterrichtsgestaltung; Unterrichtsmodell; Bewegung (Motorische); Mannschaft; Sportpädagogik; Sportspiel; Sportunterricht; Freizeitverhalten; Aufgabenstellung; Intervention; Kooperation
Abstract	This study investigated the effectiveness of a creative physical education (CPE) intervention on students' perceptions of motivational climate in physical education (PE), leisure-time physical activity (PA) motivation, and overall PA. A sample of 382 fourth to sixth grade students (Mage = 10.87[.93]) from two elementary schools were assigned to the CPE intervention (n = 196; Mage = 10.84[.95]) and control 'PE-as-usual' (n = 186; Mage = 10.90[.90]) groups. Students' perceived task- and ego-supportive climate in PE, leisure-time PA motivation, and overall PA were measured before and after the one-year intervention. Analyses of covariance and path analyses were implemented to test the effectiveness of the intervention. The intervention had a positive effect on students' perceptions of task-supportive climate in PE (p ( .001) and a negative effect on ego-supportive climate (p ( .001). Students' perceptions of task-supportive climate had a positive effect on their leisure-time PA motivation (p ( .001), which, in turn, had a positive effect on their overall PA (p ( .001). The results suggest that CPE-based PE may increase students' perceptions of task-supportive climate in PE, which predicts their later leisure-time PA motivation outside the school context and overall PA. (Autor).
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2020/1