Effects of curricular activity on students' situational motivation and physical activity levels.

Autor/inn/en	Gao, Zan; Hannon, James C.; Newton, Maria; Huang, Chaoqun
Titel	Effects of curricular activity on students' situational motivation and physical activity levels. Gefälligkeitsübersetzung: Der Einfluss von Lehrplaninhalten auf die situative Motivation und den Grad der körperlichen Aktivität von Schülern.
Quelle	In: Research quarterly for exercise and sport, 82 (2011) 3, S. 536-544 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0270-1367; 2168-3824
DOI	10.1080/02701367.2011.10599786
Schlagwörter	Aktivität; Feedback; Innere Motivation; Motivation; Curriculum; Unterrichtsgestaltung; Bewegung (Motorische); Bewegungsintensität; Fitnesstraining; Fußball; Sport; Sportpsychologie; Sportpädagogik; Sportunterricht; Tanz
Abstract	The purpose of this study was to examine (a) the effects of three curricular activities on students' situational motivation (intrinsic motivation [IM], identified regulation [IR], external regulation, and amotivation [AM]) and physical activity (PA) levels, and (b) the predictive strength of situational motivation to PA levels. Four hundred twelve students in grades 7-9 participated in three activities (cardiovascular fitness, ultimate football, and Dance Dance Revolution [DDR]) in physical education. ActiGraph GT1M accelerometers were used to measure students' PA levels for three classes for each activity. Students also completed a Situational Motivation Scale at the end of each class. Multivariate analysis of variance revealed that students spent significantly higher percentages of time in moderate-to-vigorous PA (MVPA) in fitness and football classes than they did in DDR class. Students reported higher IM and IR toward fitness than DDR. They also scored higher in IR toward fitness than football. In contrast, students displayed significantly lower AM toward fitness than football and DDR. Hierarchical Linear Modeling revealed that IM was the only positive predictor for time in MVPA (p=.02), whereas AM was the negative predictor (p(.01). The findings are discussed in regard to the implications for educational practice. Verf.-Referat.
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2012/3