Relationship between motivation and learning in physical education and after-school physical activity.

Autor/inn/en	Chen, Senlin; Sun, Haichun; Zhu, Xihe; Chen, Ang
Titel	Relationship between motivation and learning in physical education and after-school physical activity. Gefälligkeitsübersetzung: Die Beziehung zwischen Motivation und Lernen im Sportunterricht und bei körperlichen Aktivitäten nach der Schule.
Quelle	In: Research quarterly for exercise and sport, 85 (2014) 4, S. 468-477 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0270-1367; 2168-3824
DOI	10.1080/02701367.2014.961054
Schlagwörter	Grundschule; Aktivität; Lernmotivation; Motivation; Wissensvermittlung; Unterrichtsgestaltung; Gesundheitsbewusstsein; Bewegungserfahrung; Sport; Sportinteresse; Sportpädagogik; Sportunterricht; Freizeitverhalten; Bewegungsfreude
Abstract	Purpose: A primary goal of physical education is to develop physically literate individuals with the knowledge, skills, and confidence necessary for a physically active lifestyle. Guided by the expectancy-value and interest motivation theories, the purpose of this study was to identify the relationship between students' motivation and health-related fitness knowledge developed in physical education and their after-school physical activity participation. Method: Third-, 4th-, and 5th-grade students (N = 293) from 6 elementary schools in a large metropolitan school district in the United States provided data on expectancy beliefs and perceived task values, situational interest, health-related fitness knowledge, and after-school physical activity. Data were analyzed using descriptive statistics and a simultaneous multiple regression model. Results: It was found that expectancy beliefs (beta = .20, t = 2.16, p = .03) and perceived exploration demand (beta = .25, t = 2.58, p = .01), a source for situational interest, were positively related to after-school physical activity. The 2 variables, however, accounted for only 11.2 percent of the variances for children's after-school physical activity participation. Conclusion: This study demonstrates that students' active exploration and expectancy beliefs for success in physical education have limited influence on leisure-time physical activity participation. Verf.-Referat.
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2015/4