Does integrating physical activity in the elementary school classroom influence academic motivation?

Autor/inn/en	Vazou, Spyridoula; Gavrilou, Panagiota; Mamalaki, Evangelia; Papanastasiou, Anna; Sioumala, Nefeli
Titel	Does integrating physical activity in the elementary school classroom influence academic motivation? Gefälligkeitsübersetzung: Beeinflusst eine Integration von körperlicher Aktivität in die Klassenräume an Grundschulen die schulische Motivation?
Quelle	In: International journal of sport and exercise psychology, 10 (2012) 4, S. 251-263 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1557-251X; 1612-197X
DOI	10.1080/1612197X.2012.682368
Schlagwörter	Empirische Untersuchung; Kind; Grundschule; Leistungsmotivation; Lernmotivation; Motivation; Unterrichtsgestaltung; Unterrichtsstunde; Bewegung (Motorische); Bewegungsaktivität; Sportpsychologie; Sportpädagogik; Jugendlicher
Abstract	Integrating physical activity (PA) in the classroom is a promising avenue for youth to increase their PA levels and academic achievement. However, research on its role in children's academic motivation is limited. Intrinsic motivation is important because it predicts both academic achievement and physical activity participation. The purpose was to examine the effect of PA integrated with academic lessons compared to traditional lessons on children's academic motivation. A total of 147 4th to 6th grade students (64 male, 83 female) from 15 classes participated. The intervention included six consecutive lessons over a two-week period on an academic subject (Language Arts, Math, Social Studies), alternating between traditional (1st, 2nd, 4th, and 6th; control) and integrated with PA (10 min) lessons in the classroom (3rd and 5th). The Intrinsic Motivation Inventory was used to assess students' Interest/Enjoyment, Perceived Competence, Effort, Value, and Pressure. After checking for non-significant interactions with gender, age, and academic subject, repeated-measure ANOVAs were conducted. Interest/Enjoyment significantly decreased after the traditional lessons (4th and 6th, F=3.80, F=4.18, respectively, p(0.05) and increased significantly after the second integrated lesson (5th, F=7.26, p(0.01). Perceived Competence and Effort significantly increased after the integrated lesson (F=4.87, F=5.03, respectively, p(0.05), whereas neither the Perceived Value of the lesson declined nor did children report feelings of Pressure from this alternative teaching method. This research showed that PA integrated with the academic subjects can positively impact children's academic motivation. Verf.-Referat.
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2013/2