The study evaluated whether targeted changes in factors influencing enjoyment of physical education (PE), physical activity enjoyment, and self-efficacy beliefs about participating in physical activity mediated the effect of the Lifestyle Education for Activity Program (LEAP) intervention on participation in physical activity.
High schools (N=24) paired on enrollment size, racial composition, urban or rural location, and class structure were randomized into control (N=12) or experimental (N=12) groups. Of the 4044 girls enrolled and eligible, 2087 (51.6%) participated in the measurement component of the study. There were 1038 girls in the control group and 1049 girls in the experimental group.
LEAP was a comprehensive school-based intervention emphasizing changes in instruction and school environment designed to increase physical activity among black and white adolescent girls. It was organized according to the Coordinated School Health Program and included a PE component with core objectives of promoting enjoyment of PE, physical activity enjoyment, and self-efficacy.
Latent variable structural equation modeling indicated that: 1) the intervention had direct, positive effects on physical activity and factors influencing enjoyment of PE, which subsequently explained the effects of increased physical activity enjoyment and self-efficacy on increased physical activity; and 2) an additional, indirect effect of physical activity enjoyment on physical activity operated by an influence on self-efficacy.
Increases in enjoyment partially mediated the positive effect of the LEAP intervention. To our knowledge, we have provided the first experimental evidence from a randomized controlled trial linking increased enjoyment with increased physical activity among black and white adolescent girls.
"Παρόμοιες θετικές συσχετίσεις παρουσιάστηκαν και στην εργασία του Yli-Piipari et al. (2013) σε νεαρούς μαθητές και μαθήτριες του Δημοτικού σχολείου. Η ευχαρίστηση επίσης έδειξε να είναι ένας βασικός διαμεσολαβητικός παράγοντας σε ένα πρόγραμμα παρέμβασης σχετικό με τη σχολική ΦΑ (Dishman et al., 2005). Παρόμοια ευρήματα αναφέρονται και σχετικά με την επίδραση του κλίματος κινήτρων στην πρόθεση για συμμετοχή σε εξωσχολικές φυσικές δραστηριότητες. "
[Show abstract][Hide abstract] ABSTRACT: This study examines the effect of two dimensions of controlling climate on cognitive-emotional consequences during participation in Physical Education (PE) classes and the mediating role of motivational regulation. Subjects were 297 male and females high-School students attending typical coeducational high schools in West Peloponnese (Mage=14.73, SD=.50). All students completed a questionnaire including measures of controlling climate, motivation in PE, enjoyment and intention for participation in out-of-school physical activities. The results of the regression analysis revealed a negative effect of controlling climate on enjoyment from participation in PE lessons, while, autonomous motivation had a positive effect. Finally, there was no relation between motivational climate and students' intention for participation in out-of-school physical activities. This study is one of the first studies examining controlling climate in school PE. Future research should investigate more dimensions of controlling climate in PE.
"Finally, it is clear from findings of this study published in Dudley et al. (2013) that changing clothes in order to participate in a PE lesson is a major barrier to enjoyment of PE in CALD schools regardless of sex or school-type, and that this becomes a larger issue as time progresses. A previous study has identified the difficulty in estimating the influence changing clothes has on enjoyment of PE and PA (Dishman et al., 2005). Apart from the obvious safety concerns regarding the wearing of appropriate footwear, there are no known studies that show requiring students to change into alternate clothing is a necessary aspect of PE participation or that it improves PE participation. "
[Show abstract][Hide abstract] ABSTRACT: Physical activity affords a host of physical and cognitive benefits for children. Physical education classes are one such venue where children can reap recommended amounts of physical activity. However, little research has explored evidence-based physical education instruction, particularly in culturally and linguistically diverse schools. No studies to date have provided recommendations for a range of educational stakeholders that serve these students. The Physical Activity in Linguistically Diverse Communities study examined the evidence-based physical education opportunities and barriers at six culturally and linguistically diverse high schools in New South Wales, Australia. This article provides implications and synthesized recommendations based on Phase One
School Psychology International 03/2015; 36(2):172. DOI:10.1177/0143034314566489 · 0.59 Impact Factor
"Barr-Anderson et al. (2008) showed perceived benefits of physical activity, self-efficacy, a friendly environment, and a teacher-supportive climate to be strongly associated with girls' PE class enjoyment. Enjoyment of exercise was found to mediate the impact of a school-based intervention in promoting physical activity among adolescent girls (Dishman et al., 2005), and to correlate with participation in organized and unorganized physical activity (Garcia Bengoechea, Sabiston, Ahmed, & Farnoush, 2010). In adolescent girls, enjoyment of physical education was observed to decline with age (Cairney et al., 2012) and to negatively correlate with overweight status (Barr- Anderson et al., 2008). "
[Show abstract][Hide abstract] ABSTRACT: We examined the differences in physical self-perception and motivation toward physical activity in early- and mid-adolescent girls. Body Mass Index (BMI) and pubertal status, assessed by means of the Tanner scale, were collected in 11-year-old (n=74) and 13-year-old girls (n=60). The assessment included six scales from the Physical Self-Description Questionnaire, the Physical Activity Enjoyment Scale, and the Situational Intrinsic Motivation Scale. Age differences emerged, with older girls showing a poorer physical perception and lower scores in intrinsic motivation and enjoyment of physical activity. In the subsample of 11-year-olds, findings showed that more developed girls reported a poorer physical perception on the scales of body fat, global physical self-concept, and appearance, and a lower score in the PACES positive scale. Results underscore the need to promote interventions aimed at encouraging active lifestyles among children and adolescent girls, in order to prevent overweight prior to pubertal onset.
Journal of Adolescence 08/2013; 36(4):759-765. DOI:10.1016/j.adolescence.2013.06.002 · 2.05 Impact Factor
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