A Physical Education Intervention Effects on Correlates of Physical Activity and Motivation

Stephen E Palmer, Dierdra K. Bycura, Meghan Warren

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

Purpose. The purpose of this study was to measure effects of a modified physical education (PE) unit on leisure time physical activity (LTPA), relative autonomy, and known correlates of LTPA in seventh-grade boys and girls. Method. A seventh-grade mountain biking unit was modified to include instructional activities targeting known correlates of PA behavior following principles of Physical Education Dedicated to Physical Activity for Life (PEDAL). A three-group design (intervention, standard PE, no PE) was employed. Participants completed a survey at baseline, postintervention, and follow-up at 4 weeks. Results. A total of 300 seventh graders (girls = 151) from two schools completed the surveys. Data suggest PE may influence certain correlates of and autonomous motivation for PA although results revealed no intervention main effects for continuous and noncontinuous dependent variables. Results also provide evidence of sport-specific skill being improved through physical education. Conclusion. While results of this study showed no main effects from the intervention, data suggest PE may influence certain correlates of and autonomous motivation for PA. This warrants attention toward autonomy supporting PE environments and instruction sensitive to autonomous motivation. Future studies should examine PEDAL-designed PE programs over an entire year or more.

Original languageEnglish (US)
JournalHealth Promotion Practice
DOIs
StateAccepted/In press - May 1 2017

Fingerprint

Physical Education and Training
Exercise
Leisure Activities
Sports

Keywords

  • behavior change
  • behavior change theory
  • child/adolescent health
  • curriculum
  • health education
  • health promotion
  • obesity

ASJC Scopus subject areas

  • Public Health, Environmental and Occupational Health
  • Nursing (miscellaneous)

Cite this

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title = "A Physical Education Intervention Effects on Correlates of Physical Activity and Motivation",
abstract = "Purpose. The purpose of this study was to measure effects of a modified physical education (PE) unit on leisure time physical activity (LTPA), relative autonomy, and known correlates of LTPA in seventh-grade boys and girls. Method. A seventh-grade mountain biking unit was modified to include instructional activities targeting known correlates of PA behavior following principles of Physical Education Dedicated to Physical Activity for Life (PEDAL). A three-group design (intervention, standard PE, no PE) was employed. Participants completed a survey at baseline, postintervention, and follow-up at 4 weeks. Results. A total of 300 seventh graders (girls = 151) from two schools completed the surveys. Data suggest PE may influence certain correlates of and autonomous motivation for PA although results revealed no intervention main effects for continuous and noncontinuous dependent variables. Results also provide evidence of sport-specific skill being improved through physical education. Conclusion. While results of this study showed no main effects from the intervention, data suggest PE may influence certain correlates of and autonomous motivation for PA. This warrants attention toward autonomy supporting PE environments and instruction sensitive to autonomous motivation. Future studies should examine PEDAL-designed PE programs over an entire year or more.",
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N2 - Purpose. The purpose of this study was to measure effects of a modified physical education (PE) unit on leisure time physical activity (LTPA), relative autonomy, and known correlates of LTPA in seventh-grade boys and girls. Method. A seventh-grade mountain biking unit was modified to include instructional activities targeting known correlates of PA behavior following principles of Physical Education Dedicated to Physical Activity for Life (PEDAL). A three-group design (intervention, standard PE, no PE) was employed. Participants completed a survey at baseline, postintervention, and follow-up at 4 weeks. Results. A total of 300 seventh graders (girls = 151) from two schools completed the surveys. Data suggest PE may influence certain correlates of and autonomous motivation for PA although results revealed no intervention main effects for continuous and noncontinuous dependent variables. Results also provide evidence of sport-specific skill being improved through physical education. Conclusion. While results of this study showed no main effects from the intervention, data suggest PE may influence certain correlates of and autonomous motivation for PA. This warrants attention toward autonomy supporting PE environments and instruction sensitive to autonomous motivation. Future studies should examine PEDAL-designed PE programs over an entire year or more.

AB - Purpose. The purpose of this study was to measure effects of a modified physical education (PE) unit on leisure time physical activity (LTPA), relative autonomy, and known correlates of LTPA in seventh-grade boys and girls. Method. A seventh-grade mountain biking unit was modified to include instructional activities targeting known correlates of PA behavior following principles of Physical Education Dedicated to Physical Activity for Life (PEDAL). A three-group design (intervention, standard PE, no PE) was employed. Participants completed a survey at baseline, postintervention, and follow-up at 4 weeks. Results. A total of 300 seventh graders (girls = 151) from two schools completed the surveys. Data suggest PE may influence certain correlates of and autonomous motivation for PA although results revealed no intervention main effects for continuous and noncontinuous dependent variables. Results also provide evidence of sport-specific skill being improved through physical education. Conclusion. While results of this study showed no main effects from the intervention, data suggest PE may influence certain correlates of and autonomous motivation for PA. This warrants attention toward autonomy supporting PE environments and instruction sensitive to autonomous motivation. Future studies should examine PEDAL-designed PE programs over an entire year or more.

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