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1.
BMC Public Health ; 23(1): 1627, 2023 08 25.
Artigo em Inglês | MEDLINE | ID: mdl-37626288

RESUMO

BACKGROUND: Current global trend of insufficient physical activity (PA) among children and adolescents highlights the necessity of finding effective ways to promote PA in childhood. Self-determination theory (SDT) has demonstrated efficacy as a conceptual framework for developing interventions aimed at promoting diverse health behaviours. Parents have potential to influence children's health behaviours to a great extent, which could be enhanced from an online, self-paced training to gain knowledge on how to support children's intrinsic motivation towards particular health behaviour. In this pilot study, we developed and tested an online SDT-informed need-supportive training for parents, enabling them to interact with their children in a way to support their intrinsic motivation towards leisure-time physical activity. METHODS: Sixty eight students (Mage = 12.5 ± 0.72) and one parent for each child were randomly assigned to the 6-week intervention condition or control condition. Students completed psychological measures (i.e., perceptions of parents' need-supportive behaviours, basic psychological need satisfaction and frustration, autonomous and controlled forms of motivation, as well as social cognition beliefs towards leisure-time PA) and self-reported PA pre-intervention, post-intervention, and one-month after the intervention. Repeated measures ANOVAs were conducted to test the effects of the intervention condition and time. RESULTS: While a statistically significant intervention effect on children's leisure-time PA was not found, students in the intervention group reported higher, albeit marginal, perceptions of intrinsic motivation (F(2, 84) = 3.095, p = 0.050) and lower perceptions of introjected regulation (F(2, 88) = 3.107, p = 0.050) and autonomy frustration (F(2, 84) = 2.987, p = 0.056) at follow-up. Contrary to expectations, children in the control group demonstrated higher perceptions of intention (F(2, 84) = 4.838, p = 0.010) and effort (F(2, 80) = 3.473, p = 0.036) towards leisure-time physical activity at follow-up. No significant changes were found in perceptions of need-supportive behaviour from parents, attitude, and perceived behavioural control. CONCLUSIONS: Our pilot study highlights the importance of parental training and the potential for SDT-informed interventions to support children's intrinsic motivation towards physical activity. Further research is needed to test the intervention in other domains and combine interventions in several domains to have the highest impact. TRIAL REGISTRATION: This pilot study is part of preparation for the main study, prospectively registered in ISRCTN registry as ISRCTN78373974 (15.12.2022). The current stage of the main study is 'recruiting'.


Assuntos
Exercício Físico , Poder Familiar , Adolescente , Criança , Humanos , Projetos Piloto , Instituições Acadêmicas , Internet
2.
J Sports Sci Med ; 20(4): 672-683, 2021 12.
Artigo em Inglês | MEDLINE | ID: mdl-35321125

RESUMO

The most of the previous autonomy-supportive interventions conducted have been partially effective and used only web-based or face-to-face approach. In the current study, a combined web-based and face-to-face intervention for physical education (PE) teachers was tested to examine whether it would lead to significant changes in students' self-reports of autonomy-supportive and controlling behaviours, psychological need satisfaction and frustration, and intrinsic motivation. Participants were 57 PE teachers (Mage = 45.70, SD = 12.79) and their 858 middle-school students (Mage = 13.22, SD = 0.75). A randomized controlled design was adopted in which PE teachers and their students were assigned to the combined face-to-face and web-based, face-to-face alone, web-based alone or control group. Face-to-face intervention was provided to PE teachers within one day in an 8-hour workshop and web-based intervention was provided to PE teachers for a period of four weeks. The combined face-to-face and web-based intervention group was the only study group that demonstrated statistically significant changes in all the study variables (i.e., significant increase in cognitive, organisational, and procedural autonomy-supportive behaviour, in psychological need satisfaction for autonomy, competence and relatedness, and in intrinsic motivation, whereas significant decrease in intimidation, controlling use of grades, and negative conditional regard, and in psychological need frustration for autonomy, competence, and relatedness) compared to the control group at a one-month follow-up. There were no significant differences in any of the study variable, except organisational autonomy support and intimidation, between the web-based intervention group and face-to-face intervention group. Both web-based and face-to-face study group students reported significant gains in most of the study variables compared to the control group students at a one-month follow-up. The current findings suggest that future autonomy-supportive interventions for PE teachers should aim to use combined interventions of face-to-face and web-based approach to gain the greatest intervention effects.


Assuntos
Educação Física e Treinamento , Professores Escolares , Estudantes , Adolescente , Idoso , Humanos , Internet , Pessoa de Meia-Idade , Motivação , Satisfação Pessoal , Educação Física e Treinamento/métodos , Professores Escolares/psicologia , Estudantes/psicologia
3.
Children (Basel) ; 10(8)2023 Aug 09.
Artigo em Inglês | MEDLINE | ID: mdl-37628368

RESUMO

The aim of this article is to summarize the results of the 2022 Estonian Physical Activity Report Card across 10 indicators based on available scientific data and national databases, and, additionally, to compare the current results with previous Report Card results. A national expert panel, consisting of research and policy experts, identified the available sources and synthesized as well as graded relevant data related to the physical activity (PA) of Estonian children and youth. Grade B was assigned to Organized Sports and Physical Activity (B-), Community and Environment (B+), and Government (B). Grade C was assigned to Overall Physical Activity (C+), Physical Fitness (C+), Family and Peers (C-), and School (C+). The lowest grade, D, was assigned to Active Play (D), Active Transportation (D+), and Sedentary Behaviors (D-). In Estonia, the participation rate in organized sport is relatively high, and government in addition to community support seem to be at a relatively good level. However, a relatively high number of children and youth did not meet the current PA guidelines, and the levels of sedentary behavior and screen time were very high. The PA of children and youth should be a cross-disciplinary priority, and focus should be put on developing schoolyards and outdoor breaks, varied and easily accessible organized sport, the use of active transportation, and the implementation of physical education that supports leisure time activities.

4.
Behav Sci (Basel) ; 12(9)2022 Sep 16.
Artigo em Inglês | MEDLINE | ID: mdl-36135146

RESUMO

Background: Previous studies have shown that the controlling behaviour of physical education teachers might be detrimental to their students' psychological experiences. The purpose of this work was to examine whether and to what extent the different dimensions of the perceived controlling teaching questionnaire predict students' basic psychological needs, motivations, and physical activities during leisure-time. Methods: A total of 299 students (164 boys and 135 girls) from four Estonian general education schools and two vocational education institutions participated in the study. Students filled in the questionnaire of study variables. A variance-based structural model was used to test the research hypotheses. Results: The results revealed that different forms of controlling behaviours predicted psychological need frustration (ß = 0.09−0.37; p < 0.01). Psychological need frustration predicted controlled motivation (ß = 0.52; p < 0.01). Controlled motivation predicted subjective norms (ß = 0.51; p < 0.01). Intention was predicted by attitudes (ß = 0.30; p < 0.01), perceived behavioural control (ß = 0.37; p < 0.01), and subjective norms (ß = 0.15; p < 0. 01). Attitude was statistically significantly related to leisure-time physical activity (ß = 0.09; p < 0.05). The model describes 10% of students' physical activity in the context of leisure-time. Conclusion: The results of this study highlight that physical education teachers should avoid using controlling behaviours if the aim is to avoid frustrating their students' psychological needs, which might have detrimental effect on students' leisure-time physical activity via controlled forms of motivation.

5.
Methods Protoc ; 5(5)2022 Oct 18.
Artigo em Inglês | MEDLINE | ID: mdl-36287055

RESUMO

Despite various benefits of physical activity, children are increasingly inactive. Both school physical education classes and support from parents are important determinants of physical activity level of children and adolescents. We aim to develop a web-based intervention for physical education teachers and parents to teach them to be more need-supportive towards children when discussing physical activity and thus increase children's autonomous motivation towards it. The study will adopt a waitlist-control design with cluster randomization by schools. The intervention content is based on self-determination theory. Specifically, the teachers and parents will be introduced to a series of motivation and behavior change techniques to help them satisfy the children's psychological needs for autonomy, competence, and relatedness in physical activity. The targeted group in the six-week intervention is comprised of students aged 12-14 years. The primary outcome variable, physical activity of students, will be assessed via self-report questionnaires at baseline, post-intervention, one-month and six-month follow-up. Web-based intervention programs are cost-effective, allow self-paced learning and enable reaching larger audiences. If this project proves to be effective, a highly valuable web-based solution would be available for PE teachers and parents to help increase students' physical activity levels.

6.
Psychol Health ; 37(1): 62-86, 2022 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-33405970

RESUMO

OBJECTIVE: This study tested effects of changes in the psychological constructs of the trans-contextual model (TCM) on changes in adolescents' outside of school moderate-to-vigorous physical activity (PA) measured using self-report and accelerometer-based device. DESIGN: A three-wave longitudinal design was used. High school students (N = 331) completed measures of all the TCM constructs at Time1 and at Time2, five weeks apart. Self-reported PA behaviour was measured also at Time3, five weeks after Time2. PA was measured using accelerometer-based devices for seven days following Time1 and Time3 for a census week. RESULTS: A structural equation model using residual change scores revealed that perceived autonomy support from physical education (PE) teachers positively predicted autonomous motivation in PE. Autonomous motivation in PE positively predicted autonomous motivation in leisure time. Leisure-time autonomous motivation was positively and indirectly related to intention, mediated by attitude and perceived behavioural control. Intention positively predicted self-reported PA, and mediated the effect of autonomous motivation on self-reported PA. There were no effects on outside of school PA measured by accelerometer-based device. CONCLUSIONS: Results provide qualified support for the TCM in the prediction of change in adolescents' leisure-time autonomous motivation, intention, and self-reported PA, but not change in PA measured by accelerometer-based device.


Assuntos
Exercício Físico , Autonomia Pessoal , Adolescente , Exercício Físico/psicologia , Humanos , Atividades de Lazer/psicologia , Motivação , Educação Física e Treinamento
7.
Artigo em Inglês | MEDLINE | ID: mdl-33920112

RESUMO

Analyzing students' emotional experience in physical education (PE) is of crucial importance as it may fill an important gap in research examining the role of PE for students' leisure-time physical activity (PA). Based on the control-value theory of achievement emotions, the purpose of this study was to test the assumption that multi-dimensional autonomy support of the PE teacher may affect students' leisure-time PA via their appraisals of control and value and achievement emotions experienced in PE. Variance-based structural equation modelling was used to test the proposed model in a sample of 1030 students aged between 11 and 18 years (M = 13.4, SD = 1.48) stemming from schools with the lowest educational level among secondary schools in Germany. The results indicated that in particular cognitive autonomy support positively predicted students' self-efficacy and intrinsic value. Whereas appraisals of self-efficacy were negatively related to the experience of anxiety, intrinsic value was a major positive predictor of enjoyment. Enjoyment, in turn, was of substantial relevance for leisure-time PA. The findings offer a meaningful contribution in understanding students' emotional experiences and remind PE teachers of their opportunity to adopt an autonomy-supportive teaching style to positively influence the emotions of their students.


Assuntos
Análise de Mediação , Motivação , Adolescente , Criança , Cognição , Emoções , Exercício Físico , Alemanha , Humanos , Atividades de Lazer , Autonomia Pessoal , Educação Física e Treinamento
8.
Percept Mot Skills ; 128(6): 2688-2709, 2021 Dec.
Artigo em Inglês | MEDLINE | ID: mdl-34404295

RESUMO

In this study, we tested two alternative models for investigating the ability of dimensions of personal grit (consistency of interest and perseverance of effort) and autonomous motivation to predict the leisure-time physical activity (LTPA) over a one-year period of 256 youth (aged 11-15 years at the beginning of the study). Specifically, we compared a model in which dimensions of grit were assumed to predict LTPA through autonomous motivation with a model in which autonomous motivation was assumed to predict LTPA through dimensions of grit. We tested the two models using variance-based structural equation modelling with Warp PLS v7.0 software. Both models showed a good fit with the data and equally explained 41% of the variance in LTPA over this one-year time period. However, the model based on the total effect of autonomous motivation (ß = 0.448, p < 0.001, ES = 0.229) on LTPA through the dimensions of grit was stronger than the model based on the total effect of perseverance of effort (ß = 0.356, p < 0.001, ES = 0.126) on LTPA through autonomous motivation, and the total effect of consistency of interest was not significant (ß = -0.029, p > 0.05, ES = 0.003). Our findings underscore the relatively greater importance of the interplay between autonomous motivation and perseverance of effort, versus consistency of interest, in predicting LTPA among youth over a one-year period.


Assuntos
Motivação , Atividade Motora , Adolescente , Criança , Exercício Físico , Humanos , Atividades de Lazer
9.
Artigo em Inglês | MEDLINE | ID: mdl-33401567

RESUMO

There are no validated instruments to date that have examined the students' perceptions of externally and internally controlling teaching practices in physical education (PE). Grounded in self-determination theory, the objective of this research was to provide validity and reliability evidence of the Controlling Teaching Scale for Physical Education (CTS-PE) to assess the external and internal faces of controlling teaching in PE through two sequential studies. In Study 1 (n = 241 students), an exploratory factor analysis revealed an eight-item two-factor solution (four items per factor). In Study 2 (n = 968 students), a confirmatory factor analysis supported the eight-item two-factor correlated model (i.e., externally and internally controlling teaching) that was invariant across gender. Reliability coefficients indicated an acceptable level of reliability for the two factors of the CTS-PE. A structural equation modelling showed that externally and internally controlling teaching behaviours positively predicted need frustration, and negatively need satisfaction. The current study gathered evidence to consider the CTS-PE as a valid and reliable instrument to assess students' perceptions of PE teachers' externally and internally controlling teaching behaviours. The CTS-PE provides PE teachers with deeper insights into the negative psychological experiences associated with externally and internally controlling teaching behaviours in PE.


Assuntos
Educação Física e Treinamento , Estudantes , Inquéritos e Questionários , Humanos , Psicometria , Reprodutibilidade dos Testes , Estudantes/psicologia , Estudantes/estatística & dados numéricos
10.
Artigo em Inglês | MEDLINE | ID: mdl-33050116

RESUMO

Teachers' autonomy support (AS) in physical education (PE) has positive effects on students' affective and behavioral outcomes in PE. Even though the existence of three different dimensions of AS, namely cognitive, organizational and procedural AS has been suggested in educational settings, there is a lack of multidimensional instruments for the assessment of autonomy-supportive teaching in PE. The aim of this study was to validate the German Multi-Dimensional Perceived Autonomy Support Scale for Physical Education (MD-PASS-PE). The sample comprised 1030 students of grades 6 through 10. Internal consistency was used to test the reliability of the assumed subscales. Factorial validity and measurement invariance across gender and age were examined by confirmatory factor analyses. Structural equation modeling was used to evaluate criterion validity. The subscales exhibited acceptable to good internal consistency. The assumed three-factor structure was confirmed within a bi-factor model including a general factor and three specific group factors. Results strongly supported measurement invariance across gender while tentatively suggesting measurement invariance across age. Criterion validity was supported as the MD-PASS-PE explained 15% and 14% of the variance in the constructs of self-efficacy and intrinsic value, respectively. The German MD-PASS-PE provides PE teachers with deeper insights into their autonomy-supportive teaching behavior, helping them to support their students' autonomy in a holistic way.


Assuntos
Motivação , Educação Física e Treinamento , Alemanha , Humanos , Autonomia Pessoal , Reprodutibilidade dos Testes , Instituições Acadêmicas , Estudantes , Pesos e Medidas
11.
Artigo em Inglês | MEDLINE | ID: mdl-32824264

RESUMO

In the present study, a trans-contextual model was applied to examine the relations between students' perceptions of controlling behavior from teachers, frustration over their basic psychological needs, autonomous motivation toward physical activity in a physical education context, autonomous motivation toward physical activity in an out-of-school context, beliefs and intentions toward future physical activity, and actual participation in physical activity outside of school. We adopted a three-wave prospective study design in which 234 students aged 11-19 years first completed measures of perceived controlling behavior from teachers, frustration over their basic psychological needs, and autonomous motivation toward physical activity in physical education. One week later, their autonomous motivation, beliefs, and intentions toward physical activity outside of school were measured. Students' self-reported engagement in physical activity outside of school was assessed another five weeks later. Results of the path analysis revealed a significant and negative indirect effect of perceived controlling behavior from physical education teachers on students' intention toward physical activity outside of school via the proposed motivational sequence of the trans-contextual model. There was also a significant and negative indirect effect of perceived controlling behavior from physical education teachers on students' self-reported engagement in physical activity outside of school, mediated by the frustration over their need for competence in physical education. Findings emphasize the importance of decreasing controlling behaviors from teachers in a physical education context so as not to inhibit students' physical activity behavior in an out-of-school context.


Assuntos
Intenção , Atividades de Lazer , Educação Física e Treinamento , Adolescente , Criança , Exercício Físico , Humanos , Motivação , Autonomia Pessoal , Estudos Prospectivos , Estudantes , Adulto Jovem
12.
J Sport Health Sci ; 9(5): 462-471, 2020 09.
Artigo em Inglês | MEDLINE | ID: mdl-32928449

RESUMO

PURPOSE: Grounded in self-determination theory (SDT), the present study tested how students' perceptions of autonomy support from physical education teachers predicts objectively measured moderate-to-vigorous physical activity (MVPA) of adolescents. According to SDT, it was expected that psychological needs and autonomous and controlled forms of motivation would mediate these relationships. METHODS: Students (n = 397) aged from 11 to 15 years in 17 different schools filled in questionnaires regarding SDT variables. In addition, objective MVPA was measured using an accelerometer (ActiGraph GT3X; ActiGraph, Pensacola, FL, USA) for 7 days. Structural equation modelling was used to examine the hypothesized relationships among the study variables. RESULTS: The theory-based model showed a good fit with the data: χ2 = 642.464, df = 257; comparative fit index = 0.932; non-normed fit index = 0.921; root mean square error of approximation = 0.062; root mean square error of approximation 90% confidence interval: 0.054-0.067. As hypothesized, there was a significant and positive direct relationship between autonomy support and need satisfaction (ß = 0.81, p = 0.001). In turn, need satisfaction positively predicted intrinsic motivation (ß = 0.86, p = 0.001). Intrinsic motivation was positively related to MVPA (ß = 0.29, p = 0.009). A significant indirect effect (ß = 0.20, p = 0.004) supported the mediating role of psychological need satisfaction and intrinsic motivation in the relationship between perceived autonomy support and objectively measured MVPA. CONCLUSION: The findings of the current study support the applicability of the SDT-based model in explaining the antecedents of objectively measured MVPA of adolescents. To enhance adolescents' daily MVPA, special focus should be put on increasing their intrinsic motivation toward physical education.


Assuntos
Comportamento do Adolescente , Exercício Físico/psicologia , Motivação , Educação Física e Treinamento/métodos , Adolescente , Criança , Feminino , Humanos , Masculino , Modelos Educacionais , Autonomia Pessoal , Papel (figurativo) , Professores Escolares/psicologia
13.
Percept Mot Skills ; 126(3): 559-580, 2019 Jun.
Artigo em Inglês | MEDLINE | ID: mdl-30939994

RESUMO

Interventions based on self-determination theory to help teachers support their students' autonomy have measured teachers' autonomy-supportive and controlling behaviors as unidimensional constructs. This study investigated whether a Web-Based Autonomy-Supportive Intervention Program (WB-ASIP) for physical education (PE) teachers would alter their students' perceptions of (a) the teachers' multidimensional autonomy-supportive and controlling behaviors, (b) their own psychological need satisfaction and frustration, and (c) perceived intrinsic motivation. We found that WB-ASIP significantly increased students' perceptions of all autonomy-supportive teacher behaviors and students' need satisfaction. At follow-up, we found that WB-ASIP led to a significant decrease in students' perception of teacher intimidation behaviors and students' autonomy frustration. These results suggest that a web-based intervention program to enhance PE teachers' autonomy-supportive behavior and minimize their controlling behavior was partially effective in positively changing their students' perceptions.


Assuntos
Internet , Relações Interpessoais , Motivação , Autonomia Pessoal , Educação Física e Treinamento , Professores Escolares , Estudantes/psicologia , Capacitação de Professores/métodos , Adolescente , Adulto , Criança , Feminino , Seguimentos , Humanos , Masculino , Autoimagem , Percepção Social
14.
Artigo em Inglês | MEDLINE | ID: mdl-31366009

RESUMO

The facilitative role of perceived autonomy support from physical education (PE) teachers on adolescents' leisure-time physical activity (PA) has been supported. This study aimed to examine the mechanism by which perceived controlling behaviors from PE teachers relate to adolescents' objectively measured leisure-time PA. In a three-wave prospective study, a total of 159 students (64 boys) aged 11 to 19 years old (Mage = 14.94 years; SD = 2.11) completed measures of perceived controlling behavior, frustration of the basic psychological needs, and motivational regulations in PE. One week later, motivational regulations towards leisure-time moderate-to-vigorous PA (MVPA) were assessed. Five weeks later, MVPA was measured using accelerometers (ActiGraph GT3X) during seven consecutive days. Structural equation modeling analysis indicated that perceived controlling behavior predicted students' frustration of basic psychological needs in PE. The competence need frustration in PE had a negative direct effect on objectively measured MVPA. A significant indirect effect supported the mediating role of competence frustration in PE in the relation between perceived controlling behavior from PE teachers and MVPA in adolescents. Findings suggest that future interventions striving to promote adolescents' PA engagement in their leisure-time should focus on decreasing controlling behaviors from teachers in PE that may manipulate the teacher-student relation.


Assuntos
Atividades de Lazer , Educação Física e Treinamento , Professores Escolares , Estudantes/psicologia , Adolescente , Adulto , Criança , Pessoal de Educação , Exercício Físico/psicologia , Feminino , Humanos , Masculino , Motivação , Atividade Motora , Percepção , Estudos Prospectivos , Adulto Jovem
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