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Effects of a School-Based Intervention on Motivation for Out-of-School Physical Activity Participation

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Title: Effects of a School-Based Intervention on Motivation for Out-of-School Physical Activity Participation
Language: English
Authors: Barkoukis, Vassilis, Chatzisarantis, Nikos, Hagger, Martin S.
Source: Research Quarterly for Exercise and Sport. 2021 92(3):477-491.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 15
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Junior High Schools
Middle Schools
Secondary Education
Descriptors: Intervention, Program Effectiveness, Physical Education, Physical Activities, Leisure Time, Student Motivation, Student Participation, Intention, Attitude Change, Personal Autonomy, Junior High School Students, Early Adolescents, Foreign Countries
Geographic Terms: Greece
DOI: 10.1080/02701367.2020.1751029
ISSN: 0270-1367
Abstract: Purpose: We tested the effects of an autonomy-supportive intervention in physical education (PE) on high-school students' autonomous motivation in PE, and their autonomous motivation, intentions, and physical activity (PA) behavior in a leisure time guided by the trans-contextual model. Method: PE classes in two schools were assigned to receive either an autonomy-supportive intervention and/or a control intervention via random allocation by the school. The PE teacher of the school assigned to the autonomy-supportive intervention was trained to provide autonomy support while the PE teacher of the school assigned to the control intervention received no training. Students (N = 256) in all classes completed measures of perceived teacher autonomy support, autonomous motivation in PE and leisure time, and beliefs, intentions, and PA in leisure time before and immediately after the intervention. Results: Results revealed direct effects of the autonomy-supportive intervention on changes in perceived autonomy support. However, there were no direct intervention effects on change in intentions and PA behavior. The intervention also had indirect effects on changes in autonomous motivation in PE and leisure time. Additionally, change in perceived autonomy support had direct effects on change in autonomous motivation in PE and indirect effects on change in leisure-time autonomous motivation. Changes in autonomous motivation in leisure time had direct effects on changes in beliefs and indirect effects on changes in intentions and PA behavior through changes in beliefs. Conclusion: The study provides valuable information on the effect of autonomous supportive climate on students' beliefs toward PA in PE lessons and in their leisure time outside of school.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1306637
Database: ERIC
FullText Links:
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  Data: Effects of a School-Based Intervention on Motivation for Out-of-School Physical Activity Participation
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  Data: <searchLink fieldCode="AR" term="%22Barkoukis%2C+Vassilis%22">Barkoukis, Vassilis</searchLink><br /><searchLink fieldCode="AR" term="%22Chatzisarantis%2C+Nikos%22">Chatzisarantis, Nikos</searchLink><br /><searchLink fieldCode="AR" term="%22Hagger%2C+Martin+S%2E%22">Hagger, Martin S.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Research+Quarterly+for+Exercise+and+Sport%22"><i>Research Quarterly for Exercise and Sport</i></searchLink>. 2021 92(3):477-491.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Y
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  Data: 15
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  Data: 2021
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+Education%22">Physical Education</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+Activities%22">Physical Activities</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="%22Student+Participation%22">Student Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Intention%22">Intention</searchLink><br /><searchLink fieldCode="DE" term="%22Attitude+Change%22">Attitude Change</searchLink><br /><searchLink fieldCode="DE" term="%22Personal+Autonomy%22">Personal Autonomy</searchLink><br /><searchLink fieldCode="DE" term="%22Junior+High+School+Students%22">Junior High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Adolescents%22">Early Adolescents</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Greece%22">Greece</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/02701367.2020.1751029
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0270-1367
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: We tested the effects of an autonomy-supportive intervention in physical education (PE) on high-school students' autonomous motivation in PE, and their autonomous motivation, intentions, and physical activity (PA) behavior in a leisure time guided by the trans-contextual model. Method: PE classes in two schools were assigned to receive either an autonomy-supportive intervention and/or a control intervention via random allocation by the school. The PE teacher of the school assigned to the autonomy-supportive intervention was trained to provide autonomy support while the PE teacher of the school assigned to the control intervention received no training. Students (N = 256) in all classes completed measures of perceived teacher autonomy support, autonomous motivation in PE and leisure time, and beliefs, intentions, and PA in leisure time before and immediately after the intervention. Results: Results revealed direct effects of the autonomy-supportive intervention on changes in perceived autonomy support. However, there were no direct intervention effects on change in intentions and PA behavior. The intervention also had indirect effects on changes in autonomous motivation in PE and leisure time. Additionally, change in perceived autonomy support had direct effects on change in autonomous motivation in PE and indirect effects on change in leisure-time autonomous motivation. Changes in autonomous motivation in leisure time had direct effects on changes in beliefs and indirect effects on changes in intentions and PA behavior through changes in beliefs. Conclusion: The study provides valuable information on the effect of autonomous supportive climate on students' beliefs toward PA in PE lessons and in their leisure time outside of school.
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        Value: 10.1080/02701367.2020.1751029
    Languages:
      – Text: English
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      – SubjectFull: Program Effectiveness
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      – SubjectFull: Personal Autonomy
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      – TitleFull: Effects of a School-Based Intervention on Motivation for Out-of-School Physical Activity Participation
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