scholarly journals Prediction of exercise participation of university students based on intrinsic motivation in physical education while at high school

2007 ◽  
Vol 52 (1) ◽  
pp. 19-28
Author(s):  
Tsutomu Fujita ◽  
Takashi Sugihara
Keyword(s):  
High School ◽  
Physical Education ◽  
University Students ◽  
Intrinsic Motivation ◽  
Exercise Participation

scholarly journals Motivación contextual desde la autodeterminación en las clases de Educación Física (Contextual motivation from self-determination in physical education classes)

Retos ◽  
2021 ◽  
pp. 88-94
Author(s):  
Pablo Cádiz Chacón ◽  
Luis Antonio Barrio Mateu ◽  
Dayneri León Valladares ◽  
Álvaro Hernández Sánchez ◽  
María Milla Palma ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Physical Education ◽  
Intrinsic Motivation ◽  
Self Determination ◽  
Physical Education Class ◽  
School Students ◽  
Locus Of Causality ◽  
External Regulation ◽  
Identified Regulation

  El objetivo propuesto en el presente estudio fue determinar el tipo de motivación, desde la perspectiva de la autodeterminación, en estudiantes de enseñanza media, hacia la clase de Educación Física del Liceo Antonio Varas de la Barra en Arica, Chile, y su relación entre nivel de estudios y sexo. Participaron 717 estudiantes de 1ro a 4to medio. El instrumento utilizado fue la Escala del Locus Percibido de Causalidad en Educación Física (adaptación española). Entre los resultados se hallaron resultados medios-altos (5.09 y 5.22) para las dimensiones de Motivación Intrínseca y Regulación Identificada, respectivamente; mientras que las dimensiones Regulación Introyectada y Regulación Externa presentaron valores medios, 4.49 para la Regulación Introyectada y 4.72 para la Regulación Externa. Por su parte, la no motivación alcanzó un valor medio-bajo (3.70). Genéricamente, los varones aparentaron valores más alto que las damas, en todas las dimensiones, excepto en no motivación, sin embargo, estas diferencias no resultaron ser significativas estadísticamente. Se arribó a la conclusión de que la Motivación Intrínseca, la Regulación Identificada caracterizan a la población estudiada, la no motivación mostró resultados bajos, por lo que los alumnos de enseñanza media, sobre todo, los hombres de niveles superiores, se hallan motivados por la clase de Educación Física. Abstract. The objective proposed in the present study was to determine the type of motivation, from the perspective of self-determination, in high school students, towards the Physical Education class of the Antonio Varas de la Barra High School in Arica, Chile, and its relationship between level of studies and sex. 717 students from 1st to 4th grade participated. The instrument used was the Scale of the Perceived Locus of Causality in Physical Education (Spanish adaptation). Among the results, medium-high results (5.09 and 5.22) were found for the dimensions of Intrinsic Motivation and Identified Regulation, respectively; while the Introjected Regulation and External Regulation dimensions presented average values, 4.49 for Introjected Regulation and 4.72 for External Regulation. For its part, non-motivation reached a medium-low value (3.70). Generically, men appeared higher values ​​than women, in all dimensions, except non-motivation, however, these differences were not statistically significant. It was concluded that Intrinsic Motivation, Identified Regulation characterize the studied population, non-motivation showed low results, so that high school students, especially men of higher levels, are motivated by the P.E. Class.

scholarly journals Hearing Imparied Students’ Attitudes Towards Physical Education and Sports

2019 ◽  
Vol 7 (9) ◽  
pp. 55
Author(s):  
İbrahim Dalbudak ◽  
ŞıhMehmet Yiğit
Keyword(s):  
High School ◽  
Physical Education ◽  
University Students ◽  
Primary School ◽  
Attitude Scale ◽  
Hearing Impaired ◽  
Significant Difference ◽  
Disability Status ◽  
The Difference ◽  
Sports Activities

In this study, it was aimed to determine the attitudes and opinions of hearing impaired primary school, high school, and university students towards physical education and sports lesson according to various variables.To the study, a total of 136 students (50 females and 86 males) with hearing-impairment, who are participating physical education and sports lesson in provinces of İzmir and Muğla between 2017-2018 education year, voluntarily participated.In the study, 2-part questionnaires were applied to the students. In the first part demographic features, and in the second part “Physical Education and Sports Attitude Scale” consisting of 12 positive and 12 negative items, a total of 24, which was developed by Demirhan and Altay (2001) to measure the attitudes of the students, were used. The Cronbach Alpha reliability coefficient was calculated as 0.93; and validity coefficient of the scale as 0.83. In the analysis of the data; frequency, and percentage distributions were used and the relationship between physical education and sports attitude scores were analyzed with correlation analysis. The t-test was used to determine the difference according to gender, sporting status, and disability status in the analyses about physical education and sports attitude scores. Besides, one-way variance analysis (ANOVA) was used to determine the difference according to educational status, branches of sports, and level of income.  The obtained data was recorded by using a programme called SPSS 22.00 in silico.In this study, attitude scale scores of the physical education and sports showed a significant difference according to gender (p<0,05). Males showed a better attitude than females. It does not show a difference according to education status (p>,05). The average scores of the primary school, high school, and university students were close to each other. It showed a difference according to hearing impaired students’ sporting status (p>,05). No significant difference was found according to students’ branches of sports (p>,05). There was no significant difference according to doing individual and team sports. It was stated that there was a significant difference according to students’ level of income (p<0,05); it showed that there was a significant difference between 500-1000 and 1000-2000, and 500-1000 and over 2000. No significant difference was found according to students’ disability status (p>,05). It shows difference according to students’ having congenital or afterward disability.According to the results of the study the participation of hearing-impaired students in physical education and sports activities; show that they qualify their leisure time doing sports and exercises, physical education and sports will provide significant benefits in my life. Allocating an important time to physical education and sports activities, they create awareness in the community, representing their country in Paralympic games show that they show a positive attitude towards physical education and sports.

scholarly journals Physical activity levels in Portuguese high school physical education

2012 ◽  
Vol 18 (2) ◽  
pp. 191-204 ◽  
Author(s):  
José Francisco Filipe Marmeleira ◽  
Nuno Micael Carrasqueira Aldeias ◽  
Pedro Miguel dos Santos Medeira da Graça
Keyword(s):  
Physical Activity ◽  
High School ◽  
Heart Rate ◽  
Physical Education ◽  
Intrinsic Motivation ◽  
Goal Orientation ◽  
Perceived Exertion ◽  
Activity Levels ◽  
Task Goal ◽  
Rate Of Perceived Exertion

The main aim of this study was to evaluate the physical activity (PA) levels of high school Portuguese students during physical education (PE) and investigate the association of PA levels with students’ goal orientation and intrinsic motivation. Forty-six students from three high schools participated. Heart rate telemetry and pedometry were used to assess PA and the Borg rate of perceived exertion scale was used to measure perceived exertion. Thirty PE lessons were monitored. The results indicated that high school PE lessons involve low levels of PA. Students engaged in moderate to vigorous PA (MVPA) only in about one-third (29.7 minutes) of the official PE scheduled time (90 minutes) and perceived exertion as light. In general, students seemed to be positively motivated toward PE and mainly task goal orientated. Boys felt more enjoyment/interest and perceived their competence in more positive ways than girls. The number of steps and the rate of perceived exertion were associated with levels of PA measured by heart rate telemetry. Intrinsic motivation and goal orientation were not related with MVPA.

scholarly journals Motivation and Physical Activity: Differences Between High School and University Students in Spain

2018 ◽  
Vol 125 (5) ◽  
pp. 894-907 ◽  
Author(s):  
Javier Sevil ◽  
Pedro A. Sánchez-Miguel ◽  
Juan J. Pulido ◽  
Alba Práxedes ◽  
David Sánchez-Oliva
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
University Students ◽  
Intrinsic Motivation ◽  
Short Form ◽  
Two Dimensions ◽  
School Students ◽  
Metabolic Equivalents ◽  
Degree Of Association

Grounded in self-determination theory, this study aimed first to examine differences in motivation for physical activity (PA) and habitual PA levels between adolescents and university students in Spain. The second aim was to examine differences in the degree of association between their intrinsic motivation and amotivation for PA and habitual PA levels in both samples. We studied 2,699 students (1,833 high school and 866 university; mean age = 18.83, standard deviation = 4.12 years) who completed the International Physical Activity Questionnaire-Short Form and two dimensions of the Behavioral Regulation in Exercise Questionnaire. High school students, relative to university students, self-reported significantly higher intrinsic motivation and higher PA levels for each type of PA intensity (i.e., walk, moderate, and vigorous); high school students also self-reported significantly lower amotivation than university students. The degree of association between the total metabolic equivalents of task and intrinsic motivation was higher among high school (versus) university students. This study shows the need to design intervention strategies to enhance PA levels and intrinsic motivation in university students.

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