Predicting Changes in Physical Education Teachers’ Behaviors Promoting Physical Activity During the COVID-19 Pandemic Using an Integrated Motivational Model

2021 ◽  
pp. 1-11
Author(s):  
Silvio Maltagliati ◽  
Attilio Carraro ◽  
Géraldine Escriva-Boulley ◽  
Maurizio Bertollo ◽  
Damien Tessier ◽  
...  
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Self Efficacy ◽  
Digital Technologies ◽  
Autonomous Motivation ◽  
Perceived Usefulness ◽  
Physical Education Teachers ◽  
Controlled Motivation ◽  
Path Analyses ◽  
And Behaviors

Purpose: To identify motivational determinants explaining Physical Education teachers’ behaviors promoting students’ physical activity (PA) amidst the COVID-19 pandemic. Method: Nine hundred thirty-one Italian and French teachers completed a questionnaire assessing motivational determinants (self-determined motivation, self-efficacy, perceived ease and usefulness toward digital technologies, engagement at work), their intention and behaviors promoting PA, in reference to before and during the pandemic. Path analyses tested the associations of changes in motivational determinants with changes in intention and behaviors. Results: Increases in autonomous, controlled motivation, self-efficacy, and perceived usefulness toward digital technologies, and a decrease in amotivation were associated with an increase in the intention to promote PA. In turn, an increase in intention, but also in self-efficacy, autonomous motivation, and perceived usefulness toward digital technologies were paired with an increase in behaviors promoting PA. Conclusion: Implications regarding the commitment of Physical Education teachers to challenging pedagogical situations, such as promoting PA amidst the COVID-19 pandemic, are discussed.

Validation of the Physical Education Teachers' Physical Activity Self-efficacy Scale with a Turkish Sample

2009 ◽  
Vol 37 (2) ◽  
pp. 223-230 ◽  
Author(s):  
Okkes Alpaslan Gencay
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Self Efficacy ◽  
Teaching Experience ◽  
Physical Education Teachers ◽  
Physical Educators ◽  
Test Results ◽  
Validity And Reliability ◽  
One Way Anova ◽  
Reliable Scale

The main purpose of this study was to determine the validity and reliability of the Physical Education Teachers' Physical Activity Self-efficacy Scale (PETPAS), developed by Martin and Kulinna (2003), in a Turkish setting, and to test if there are any differences according to gender and teaching experience of Turkish PE teachers. The Turkish version of the PETPAS was administered to 227 physical educators from 3 cities in Turkey. Exploratory factor analysis showed that the scale consists of 4 dimensions, as does the original. Cronbach's alpha was .86, and both the Equal-Length Spearman Brown split-half coefficient (r = .72) and Guttman's split-half coefficient (r = .73) showed good results. The independent t test results revealed that there were significant gender differences in space, time, and institution subscales. One way ANOVA results also indicated that student and space subscales significantly differed according to teaching experience of the PE teachers. These results indicated that the PETPAS is a valid and reliable scale for Turkish culture.

scholarly journals The effects on self-efficacy, motivation and perceived barriers of an intervention targeting physical activity and sedentary behaviours in office workers: A cluster randomized control trial

2021 ◽  
Author(s):  
Victoria Blom ◽  
Emma Drake ◽  
Lena V. Kallings ◽  
Maria M. Ekblom ◽  
Carla F. J. Nooijen
Keyword(s):  
Physical Activity ◽  
Sedentary Behaviour ◽  
Self Efficacy ◽  
Autonomous Motivation ◽  
Perceived Barriers ◽  
Control Group ◽  
Controlled Motivation ◽  
Cluster Randomized Control Trial ◽  
Randomized Control ◽  
Cluster Randomized

Abstract Background The importance of physical activity on health is clear, but changing behaviour is difficult. Successful interventions aiming to improve physical activity and reduce sedentary behaviour is therefore of importance. The aim of this study was to evaluate effects on motivation, self-efficacy and barriers to change behaviour from two different behavioral intervention focusing either on reducing sedentary behaviour or on increasing physical activity as compared to a waiting list control group Methods The study was designed as a cluster randomized control trial (RCT) within two private companies. Self-efficacy, motivation and perceived barriers were together with demographic variables assessed before and after a 6-month intervention. Participants were assigned a cluster team which was randomly allocated to either the physical activity intervention (iPA), the sedentary behaviour intervention (iSED), or control group. Group differences were determined using Bayesian multilevel modelling (parameter estimate; credible interval (CI)), analysing complete cases and those who adhered to the protocol by adhering to at least 3 out of 5 intervention sessions. Results After the intervention, the complete cases analysis showed that the iPA group had significantly higher autonomous motivation (0.33, CI: 0.05–0.61) and controlled motivation (0.27, CI: 0.04–0.51) for physical activity compared with the control group, and the iSED group scored less autonomous and controlled motivation compared to the iPA group (0.38, CI: -0.69- -0.087 respectively − 0.32, CI: -0.57-0.07). Among individuals that adhered to the protocol, the results showed higher scores on Exercise (3.03, CI: 0.28–6.02) and Sedentary self-efficacy (3.59, CI: 0.35–7.15) for individuals in the iPA group and on Sedentary self-efficacy (4.77, CI: 0.59–9.44) for the iSED group compared to the control group. Conclusion These findings indicate that the interventions were successful in increasing self-efficacy in each intervention group and autonomous motivation for exercise in the iPA group, in particular when actively participating in the motivational counselling sessions.

scholarly journals Motivation and Commitment to Sports Practice During the Lockdown Caused by Covid-19

2021 ◽  
Vol 11 ◽  
Author(s):  
Marta Leyton-Román ◽  
Ricardo de la Vega ◽  
Ruth Jiménez-Castuera
Keyword(s):  
Physical Activity ◽  
Self Efficacy ◽  
Autonomous Motivation ◽  
Need Satisfaction ◽  
Male Gender ◽  
Self Determination ◽  
Behavioral Regulation ◽  
Sport Commitment ◽  
Psychological Need ◽  
Controlled Motivation

In Spain, the state of alarm declared on March 14, 2020 caused changes in the population in relation to the habits of physical activity and sports practice. This study analyzed what motivational variables predicted the self-efficacy and commitment to sports practice, as well as the differences according to gender, during lockdown and the progressive de-escalation caused by COVID-19, using the theory of self-determination as a theoretical framework. The study sample was conformed of 179 subjects (90 men and 89 women) between 18 and 65 years of age (M = 28.64; SD = 10.28). The Behavioral Regulation in Sport Questionnaire (BRSQ), the Psychological Need Satisfaction in Exercise Scale (PNSE), the Physical Activity Self-Efficacy scale, and the Sport Commitment scale were applied. The most relevant results have showed significant differences in favor of the male gender in terms of levels of controlled motivation and amotivation, as well as higher levels of self-efficacy and basic psychological need of autonomy. Furthermore, the regression analysis has revealed that self-efficacy and current commitment to sports practice were explained by a variance of 57 and 64%, respectively, due to autonomous motivation and the basic psychological need of competence. Therefore, the basic psychological need of competence should be fostered in order to increase the levels of self-determined motivation, self-efficacy, and commitment to sports practice of the population.

scholarly journals Detrimental Effect of Perceived Controlling Behavior from Physical Education Teachers on Students’ Leisure-Time Physical Activity Intentions and Behavior: An Application of the Trans-Contextual Model

2020 ◽  
Vol 17 (16) ◽  
pp. 5939 ◽  
Author(s):  
Andre Koka ◽  
Henri Tilga ◽  
Hanna Kalajas-Tilga ◽  
Vello Hein ◽  
Lennart Raudsepp
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Indirect Effect ◽  
School Context ◽  
Autonomous Motivation ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Physical Education Teachers ◽  
Contextual Model ◽  
Controlling Behavior

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.

scholarly journals The Development of a Physical Education Teachers’ Physical Activity Self-Efficacy Instrument

2003 ◽  
Vol 22 (2) ◽  
pp. 219-232 ◽  
Author(s):  
Jeffrey J. Martin ◽  
Pamela Hodges Kulinna
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Self Efficacy ◽  
Institutional Support ◽  
Physical Education Teachers ◽  
Factor Analyses ◽  
Confirmatory Factor Analyses ◽  
Space Factor ◽  
Class Time ◽  
Confirmatory Factor

In the present investigation a questionnaire was developed to assess physical education teachers’ self-efficacy for teaching classes in which their students were engaged in high levels of physical activity (i.e., at least 50% of class time). Exploratory and confirmatory factor analyses resulted in the development of a 16-item, 4-factor, multidimensional physical education teachers’ physical activity self-efficacy scale (PETPAS) that produced reliable and valid scores. The Student factor reflected teachers’ efficacy for managing students who didn’t enjoy or value physical activity. The Time factor was indicative of teachers’ efficacy when they didn’t have enough time to teach. The Space factor reflected teachers’ efficacy perceptions when they had difficulty teaching because of a lack of space. Finally, the Institution factor was composed of questions that represented teachers’ efficacy beliefs for overcoming a lack of institutional support. The results of the current study provide preliminary psychometric support for the PETPAS.

Erratum: Martínez-López et al. (2017)

2017 ◽  
Vol 36 (3) ◽  
pp. 371
Keyword(s):  
Physical Education ◽  
Self Efficacy ◽  
Online Version ◽  
Physical Education Teachers ◽  
Link Type ◽  
Efficacy Expectations

In the article by Martínez-López, E.J., Zamora-Aguilera, N., Grao-Cruces, A., and De la Torre-Cruz, M.J., “The Association Between Spanish Physical Education Teachers’ Self-Efficacy Expectations and Their Attitudes Toward Overweight and Obese Students,” in Journal of Teaching in Physical Education, 36, 2, https://doi.org/10.1123/jtpe.2014-0125, the author order was incorrectly listed. The online version of this article has been corrected.

scholarly journals Developmental relations between motivation types and physical activity in elementary school children (1)

2019 ◽  
Keyword(s):  
Physical Activity ◽  
Elementary School ◽  
Physical Education ◽  
Measurement Invariance ◽  
School Children ◽  
Elementary School Children ◽  
Growth Models ◽  
Developmental Trajectories ◽  
Autonomous Motivation ◽  
Multiple Group

Objectives: The objectives of this study were to observe the developmental trajectories of motivation types among young children from 8 to 12 years using a more comprehensive scale of physical education motivation. We also tested the relations between these trajectories and objective physical activity during this period. Design: Students in grades 5–7 (n=1202; 51.2% boys) were recruited from 17 elementary schools. Three cohorts completed the motivation questionnaire four times and objective physical activity was measured up to four times over a two years school period. Method: Measurement invariance of the scale was tested across cohorts and occasions. Multiple group multiple cohort growth models were estimated to determine motivation types trajectories. Regression models were then built to predict children’s slope of MVPA during this period. Results: We provided strong measurement invariance to a new and more comprehensive scale of PE motivation. Latent growth curve modeling indicated trajectories that decrease on average for all forms of motivations at this early age. Results also revealed some relations between motivation’s scores and objective physical activity trajectories, especially with autonomous motivation. Conclusions: Our study revealed the earliest decline of motivation towards physical education to have ever been highlighted in elementary school children. Relations between trajectory of intrinsic stimulation and PA behavior permitted us to highlight the possible role of autonomous motivation in minimizing the decline of children’s PA behavior during PE lesson.

scholarly journals Promoting a Healthy Post-Collegiate Lifestyle: An Evaluation of the Moving On! Transition Program for Student-Athletes

2018 ◽  
pp. 54-76 ◽  
Author(s):  
Erin J Reifsteck ◽  
DeAnne D Brooks ◽  
Jamian D Newton ◽  
Lenka H Shriver
Keyword(s):  
Physical Activity ◽  
Focus Group ◽  
Healthy Eating ◽  
Program Implementation ◽  
Self Efficacy ◽  
Student Athletes ◽  
Eating Behaviors ◽  
Autonomous Motivation ◽  
Future Research ◽  
Self Perceptions

Former student-athletes may face challenges in maintaining physical activity and engaging in healthy eating after transitioning out of collegiate athletics. Maladaptive adjustments following athletic transitions can result in detrimental outcomes for former student-athletes, ranging from physical health concerns to negative psychosocial consequences. In contrast, positive transitions can promote optimal health and wellbeing. The Moving On! program was developed in recognition of the unique challenges faced by student-athletes and the importance of making healthy transitions out of college sports. The purpose of this study was to evaluate the Moving On! program’s influence on several relevant theoretical constructs that influence health behaviors, including student-athletes’ self-perceptions and self-determined motivation for maintaining physical activity and healthy eating, along with their self-efficacy and intentions for engaging in these health-related behaviors after college. NCAA student-athletes in their final year of competition were recruited from two institutions. Participants (N = 20) completed the Moving On! program along with pre- and post-test surveys and focus group interviews. Survey results revealed positive changes in nutrition-related self-perceptions (t(19) = 2.406; p = 0.026; g = 0.38) and self-efficacy for healthy eating behaviors (t(19) = 3.022; p = 0.007; g = 0.70). No significant changes were observed for exercise identity (p = 0.845), physical activity self-efficacy (p = 0.114), or autonomous motivation for exercise (p = 0.108) and health eating (p = 0.264). Focus group responses indicated that student-athletes’ experiences in the program fostered positive shifts in their self-perceptions, enhanced their self-determined motivation, and reinforced their intentions for engaging in physical activity and healthy eating in the future. Implications for future research and program implementation are discussed.

Sign in / Sign up

Export Citation Format

Share Document