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
Quelle	In: Research Quarterly for Exercise and Sport, 85 (2014) 4, S.468-477 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-1367
DOI	10.1080/02701367.2014.961054
Schlagwörter	Student Motivation; Physical Education; Physical Activities; Correlation; Multiple Regression Analysis; Physical Fitness; Knowledge Level; Beliefs; Life Style; Elementary School Students; Metropolitan Areas; School Districts; Student Attitudes; Statistical Analysis; Grade 5; Grade 4; Questionnaires + Suchen Sie Ihr Suchwort? Schulische Motivation; Körpererziehung; Sportunterricht; Korrelation; Leistungsfähigkeit; Wissensbasis; Belief; Glaube; Lebensstil; Ballungsraum; School district; Schulbezirk; Schülerverhalten; Statistische Analyse; School year 05; 5. Schuljahr; Schuljahr 05; School year 04; 4. Schuljahr; Schuljahr 04; Fragebogen
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 (ß = 0.20, t = 2.16, p = 0.03) and perceived exploration demand (ß = 0.25, t = 2.58, p = 0.01), a source for situational interest, were positively related to after-school physical activity. The 2 variables, however, accounted for only 11.2% 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10