OBJECTIVE: Various organizations have suggested that physical education (PE) should play a central role in increasing adolescents' physical activity (PA) levels. The purpose of this study was to examine relationships between students' self-determined motivation and their PA behavior during a structured PE lesson led by their teacher and a free-choice period in which they were not required to be active. METHODS: 528 Hong Kong students (mean age=15.78 years) participated in this study in April and May 2007. Situational Motivation Scale scores were used to form high and low self-determined motivation groups. Students wore a pedometer during a 20-minute structured basketball lesson and a 20-minute free choice period, during which they did not receive instruction. RESULTS: ANOVA revealed that self-determined motivation and PE class environments which provided students opportunities to make choices were related to greater PA. Furthermore, the difference in PA between the high and low self-determined groups was greater in the free-choice condition than the structured lesson, suggesting that self-determined motivation is especially important when students are not supervised. CONCLUSION: Findings indicated that promoting self-determined motivation may be an effective means of ensuring that PE programs are able to increase PA levels, foster self-initiated PA behaviors, and enhance adolescents' health.
OBJECTIVE: Various organizations have suggested that physical education (PE) should play a central role in increasing adolescents' physical activity (PA) levels. The purpose of this study was to examine relationships between students' self-determined motivation and their PA behavior during a structured PE lesson led by their teacher and a free-choice period in which they were not required to be active. METHODS: 528 Hong Kong students (mean age=15.78 years) participated in this study in April and May 2007. Situational Motivation Scale scores were used to form high and low self-determined motivation groups. Students wore a pedometer during a 20-minute structured basketball lesson and a 20-minute free choice period, during which they did not receive instruction. RESULTS: ANOVA revealed that self-determined motivation and PE class environments which provided students opportunities to make choices were related to greater PA. Furthermore, the difference in PA between the high and low self-determined groups was greater in the free-choice condition than the structured lesson, suggesting that self-determined motivation is especially important when students are not supervised. CONCLUSION: Findings indicated that promoting self-determined motivation may be an effective means of ensuring that PE programs are able to increase PA levels, foster self-initiated PA behaviors, and enhance adolescents' health.
Authors: David R Lubans; Philip J Morgan; Kristen Weaver; Robin Callister; Deborah L Dewar; Sarah A Costigan; Tara L Finn; Jordan Smith; Lee Upton; Ronald C Plotnikoff Journal: BMC Public Health Date: 2012-06-12 Impact factor: 3.295
Authors: Richard R Rosenkranz; David R Lubans; Louisa R Peralta; Andrew Bennie; Taren Sanders; Chris Lonsdale Journal: BMC Public Health Date: 2012-10-01 Impact factor: 3.295
Authors: Diana Amado; Fernando Del Villar; Francisco Miguel Leo; David Sánchez-Oliva; Pedro Antonio Sánchez-Miguel; Tomás García-Calvo Journal: PLoS One Date: 2014-01-15 Impact factor: 3.240
Authors: Simon J Sebire; Russell Jago; Kenneth R Fox; Mark J Edwards; Janice L Thompson Journal: Int J Behav Nutr Phys Act Date: 2013-09-26 Impact factor: 6.457
Authors: Chris Lonsdale; Aidan Lester; Katherine B Owen; Rhiannon L White; Ian Moyes; Louisa Peralta; Morwenna Kirwan; Anthony Maeder; Andrew Bennie; Freya MacMillan; Gregory S Kolt; Nikos Ntoumanis; Jennifer M Gore; Ester Cerin; Thierno M O Diallo; Dylan P Cliff; David R Lubans Journal: BMC Public Health Date: 2016-01-06 Impact factor: 3.295