Barriers for the Practice of Physical Activity Out of School, Physical Self-Concept, Goalorientations and Academic Performance in Physical Education (original) (raw)
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The present study examined the relationship between achievement and social goals, and explored how both types of goals can affect secondary school students' persistence/effort in Physical Education classes, as well as their intention to participate in sport activities after finishing secondary school. A sample of 350 students (aged 15-17) from two high schools in Asturias participated in the study. Multiple regression analysis showed: a) persistence/effort in physical education classes was better explained by social responsibility goals, followed by mastery-approach goals and mastery-avoidance goals; b) achievement goals are the only predictors of young people's intention of practicing sport in the future. Differences were found in these results according to gender and course. These findings help us better understand the processes involved in Physical Education. Finally, implications to improve classes and to achieve young people's more active and higher level of implica...
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Relationship between Achievement Goals in Physical Education and the Teenagers' Self-concept
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Social goals in physical education classes
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Psicothema, 2008
The purpose of this study was to analyze some factors that influence amotivation in physical education classes. A sample of 399 students, of ages 14 to 16 years, was used. They completed the Perceived Autonomy Support Scale in Exercise Settings (PASSES), the Social Goal Scale-Physical Education (SGS-PE), the <relatedness> factor of the Basic Psychological Needs in Exercise Scale (BPNES) adapted to physical education and the <amotivation> factor of the Perceived Locus of Causality Scale (PLOC). The psychometric properties of the PASSES were analyzed, as this scale had not been validated to the Spanish context. In this analysis, the scale showed appropriate validity and reliability. The results of the structural equation model indicated that social responsibility and social relationship goals positively predicted perception of relatedness, whereas the context of autonomy support did not significantly predict it. In turn, perception of relatedness negatively predicted amoti...
Engagement of students of physical education specialties with physical activity
European Journal of Investigation in Health, Psychology and Education, 2019
The purpose of this study is the engagement of students with the practice of physical activity (AFD). Three dimensions are observed: emotional (identification), behavioural (participation) and cognitive (investment in the task). Attention is given to groups related to physical education and they are compared with similar age and degrees groups. It is considered that his engagement with the AFD will affect his classes and the involvement of their students. The general objective is to describe the engagement with the AFD, and observe differences regarding gender, age and groups. Ex post facto type quantitative methodology is used by passing the questionnaire of engagement with physical activity (IMAF) of 22 items. The total sample is 321 students, 87 women (27.1%) and 234 men (72.9%), between 19 and 45 years old, with an average age of 23.15 years (SD= 3.07). The results show that the students are very engaged with the AFD, especially in the affective dimension. Regarding gender, the ...
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The originality of this article is based on the contribution to understand the educative community beliefs concerning physical activity, sustained in academic and positivist curriculum approaches, which guides the school policies about physical activity and define the daily actions in this school area. This ethnographic qualitative research (case of study) was performed in an urban public school in Costa Rica. The results show the interpretation of the beliefs related to physical activity in school and in physical education class, and how these beliefs affect the children´s active styles of life.