The Effect of a Goal-Setting Program in Physical Education on Cognitive and Affective Outcomes of the Lesson
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| Title: | The Effect of a Goal-Setting Program in Physical Education on Cognitive and Affective Outcomes of the Lesson |
|---|---|
| Language: | English |
| Authors: | Gerani, Chrysa, Theodosiou, Argiris, Barkoukis, Vassilis, Papacharisis, Vassilis, Tsorbatzoudis, Haralambos, Gioupsani, Apostolia |
| Source: | Physical Educator. 2020 77(2):332-356. |
| Availability: | Sagamore-Venture. 1807 North Federal Drive, Urbana, IL 61801. Tel: 800-327-5557; Tel: 217-359-5940; Fax: 217-359-5975. Web site: https://www.sagamorepub.com/ |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 5 Intermediate Grades Grade 6 |
| Descriptors: | Goal Orientation, Physical Education, Outcomes of Education, Leisure Time, Student Motivation, Grade 5, Grade 6, Intervention, Program Effectiveness, Personal Autonomy, Self Determination, Behavior Theories, Foreign Countries, Elementary School Students, Student Attitudes |
| Geographic Terms: | Greece |
| DOI: | 10.18666/TPE-2020-V77-I2-9489 |
| ISSN: | 2160-1682 |
| Abstract: | This study investigated the effects of a goal-setting intervention on students' physical education and leisure-time physical activity motivation cognition. One hundred sixty-nine primary school pupils in fifth and sixth grades (11-12 years old) participated in the study and were randomly divided into two groups. Ninety-four students participated in a goal-setting intervention program that lasted five physical education lessons, and seventy-five students served as a control group. Perceived autonomy support in physical education classes, autonomous motivation in physical education, enjoyment during physical education, vitality, attitudes, perceived behavioral control, and intention toward out-of-school physical activity were measured at the beginning and end of the intervention program through anonymous questionnaires. The results indicated that goal setting served as a useful strategy for the promotion of autonomy support in physical education lessons, producing positive effects on leisure-time physical activity-related cognition. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1249189 |
| Database: | ERIC |
| Abstract: | This study investigated the effects of a goal-setting intervention on students' physical education and leisure-time physical activity motivation cognition. One hundred sixty-nine primary school pupils in fifth and sixth grades (11-12 years old) participated in the study and were randomly divided into two groups. Ninety-four students participated in a goal-setting intervention program that lasted five physical education lessons, and seventy-five students served as a control group. Perceived autonomy support in physical education classes, autonomous motivation in physical education, enjoyment during physical education, vitality, attitudes, perceived behavioral control, and intention toward out-of-school physical activity were measured at the beginning and end of the intervention program through anonymous questionnaires. The results indicated that goal setting served as a useful strategy for the promotion of autonomy support in physical education lessons, producing positive effects on leisure-time physical activity-related cognition. |
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| ISSN: | 2160-1682 |
| DOI: | 10.18666/TPE-2020-V77-I2-9489 |
