Afterschool School Triathlon Training for 11- to 14-Year Old Girls: Influences on Academic Motivation and Achievement

Autor/inn/en	Gatz, Jennifer; Kelly, Angela M.
Titel	Afterschool School Triathlon Training for 11- to 14-Year Old Girls: Influences on Academic Motivation and Achievement
Quelle	In: Health Education Journal, 77 (2018) 2, S.156-168 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0017-8969
DOI	10.1177/0017896917739444
Schlagwörter	After School Programs; After School Education; Athletics; Physical Education; Influences; Learning Motivation; Academic Achievement; Transformative Learning; Middle School Students; Females; Physical Fitness; Self Determination; Self Efficacy; Phenomenology; Grounded Theory; Semi Structured Interviews; Focus Groups; Qualitative Research; At Risk Students; Life Style + Suchen Sie Ihr Suchwort? After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; After school programs; Out of school education; Out-of-school education; Leichtathletik; Körpererziehung; Sportunterricht; Influence; Einfluss; Einflussfaktor; Motivation for studies; Lernmotivation; Schulleistung; Pädagogische Transformation; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Weibliches Geschlecht; Leistungsfähigkeit; Selbstbestimmung; Self-efficacy; Selbstwirksamkeit; Phenomenological psychology; Phänomenologie; Psychologie; Qualitative Forschung; Lebensstil
Abstract	Objective: This study evaluated the effect of a Transformation through Triathlon after school programme in promoting health status, academic motivation and socioemotional development in at-risk girls aged 11-14 years attending middle school in the USA. Design: A phenomenological approach was employed with elements of grounded theory to analyse data from focus group interviews for insights into programmatic outcomes. Setting: Participants (N = 29) were invited to participate in the 20-week after school triathlon training and health promotion programme, and some volunteered for interviews. They were selected based on school personnel characterising them as at-risk for low self-esteem, a sedentary lifestyle, and/or classification as overweight. The programme combined empowerment lessons, nutrition and health science education twice per week from mid-March until June 2014, and after-school activities such as triathlon-specific training and group fitness classes three times per week through until July, with a culminating youth sprint triathlon (300-yard swim, 7-mile bike ride, and 1.5-mile run). Method: Focus groups of five to six girls were convened immediately after programme completion, and again 12 weeks later. A semi-structured interview protocol was developed with questions regarding individual goals, perceptions of programme structure and setting, and programmatic effects related to academics and motivation. Results: Qualitative analysis revealed that confidence, interest, and self-determination motivational constructs positively influenced goal setting, strategies, health, fitness, motivation, and academic achievement. Conclusion: Intervention participants learned to self-regulate their learning and set goals that promoted fitness, academic achievement, better attitudes, and resilience. After school community and family inclusive programmes with a structured fitness component increase confidence, self-determination and academic achievement though social support structures. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01