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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
FullText Links:
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  Label: Title
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  Data: The Effect of a Goal-Setting Program in Physical Education on Cognitive and Affective Outcomes of the Lesson
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Gerani%2C+Chrysa%22">Gerani, Chrysa</searchLink><br /><searchLink fieldCode="AR" term="%22Theodosiou%2C+Argiris%22">Theodosiou, Argiris</searchLink><br /><searchLink fieldCode="AR" term="%22Barkoukis%2C+Vassilis%22">Barkoukis, Vassilis</searchLink><br /><searchLink fieldCode="AR" term="%22Papacharisis%2C+Vassilis%22">Papacharisis, Vassilis</searchLink><br /><searchLink fieldCode="AR" term="%22Tsorbatzoudis%2C+Haralambos%22">Tsorbatzoudis, Haralambos</searchLink><br /><searchLink fieldCode="AR" term="%22Gioupsani%2C+Apostolia%22">Gioupsani, Apostolia</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Physical+Educator%22"><i>Physical Educator</i></searchLink>. 2020 77(2):332-356.
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  Data: 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/
– Name: PeerReviewed
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  Data: Y
– Name: Pages
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  Data: 25
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  Data: 2020
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+6%22">Grade 6</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Goal+Orientation%22">Goal Orientation</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+Education%22">Physical Education</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Leisure+Time%22">Leisure Time</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+6%22">Grade 6</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Personal+Autonomy%22">Personal Autonomy</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Determination%22">Self Determination</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Theories%22">Behavior Theories</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Greece%22">Greece</searchLink>
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  Data: 10.18666/TPE-2020-V77-I2-9489
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  Data: 2160-1682
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  Label: Abstract
  Group: Ab
  Data: 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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  Data: As Provided
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  Label: Entry Date
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  Data: 2020
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  Label: Accession Number
  Group: ID
  Data: EJ1249189
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      – Type: doi
        Value: 10.18666/TPE-2020-V77-I2-9489
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 25
        StartPage: 332
    Subjects:
      – SubjectFull: Goal Orientation
        Type: general
      – SubjectFull: Physical Education
        Type: general
      – SubjectFull: Outcomes of Education
        Type: general
      – SubjectFull: Leisure Time
        Type: general
      – SubjectFull: Student Motivation
        Type: general
      – SubjectFull: Grade 5
        Type: general
      – SubjectFull: Grade 6
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Personal Autonomy
        Type: general
      – SubjectFull: Self Determination
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      – SubjectFull: Behavior Theories
        Type: general
      – SubjectFull: Foreign Countries
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      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Greece
        Type: general
    Titles:
      – TitleFull: The Effect of a Goal-Setting Program in Physical Education on Cognitive and Affective Outcomes of the Lesson
        Type: main
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            NameFull: Gerani, Chrysa
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            NameFull: Tsorbatzoudis, Haralambos
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            NameFull: Gioupsani, Apostolia
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              M: 01
              Type: published
              Y: 2020
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              Value: 2160-1682
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