Relationship between motivation and learning in physical education and after-school physical activity
- UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
- Ang Chen, Professor (Creator)
- Institution
- The University of North Carolina at Greensboro (UNCG )
- Web Site: http://library.uncg.edu/
Abstract: Purpose: A primary goal of physical education is to develop physically literate individuals with the knowledge, skills, and confidence necessary for a physically active lifestyle. Guided by the expectancy-value and interest motivation theories, the purpose of this study was to identify the relationship between students' motivation and health-related fitness knowledge developed in physical education and their after-school physical activity participation. Method: Third-, 4th-, and 5th-grade students (N = 293) from 6 elementary schools in a large metropolitan school district in the United States provided data on expectancy beliefs and perceived task values, situational interest, health-related fitness knowledge, and after-school physical activity. Data were analyzed using descriptive statistics and a simultaneous multiple regression model. Results: It was found that expectancy beliefs (ß = .20, t = 2.16, p = .03) and perceived exploration demand (ß = .25, t = 2.58, p = .01), a source for situational interest, were positively related to after-school physical activity. The 2 variables, however, accounted for only 11.2% of the variances for children's after-school physical activity participation. Conclusion: This study demonstrates that students' active exploration and expectancy beliefs for success in physical education have limited influence on leisure-time physical activity participation.
Relationship between motivation and learning in physical education and after-school physical activity
PDF (Portable Document Format)
327 KB
Created on 12/12/2018
Views: 2239
Additional Information
- Publication
- Research Quarterly for Exercise and Sport, 85 (4), 468-477
- Language: English
- Date: 2014
- Keywords
- elementary school, expectancy belief, situational interest, task value