Physical Activity and Situational Motivation in Physical Education: Influence of the Motivational Climate and Perceived Ability

By Parish, Loraine E.; Treasure, Darren C. | Research Quarterly for Exercise and Sport, June 2003 | Go to article overview

Physical Activity and Situational Motivation in Physical Education: Influence of the Motivational Climate and Perceived Ability


Parish, Loraine E., Treasure, Darren C., Research Quarterly for Exercise and Sport


The influence of perceptions of the motivational climate and perceived ability on situational motivation and the physical activity behavior of 213 male and 229 female adolescent physical education students (M age = 12.56 years; SD = 0.96) was examined over a 3-day period. A significant age by gender interaction emerged, with physical activity declining from the sixth to eighth grade. The decline was mare pronounced among female than male students. Perceptions of a mastery climate were strongly related to more self-determined farms of situational motivation. In contrast, perceptions of a performance climate were strongly related to less self-determined forms of situational motivation. Results of a hierarchical regression analysis revealed gender, perceived ability, and perceptions of a mastery climate to explain a significant amount of variance in physical activity. These findings suggest that promoting a mastery oriented motivational climate in physical education will foster self determined situational motiva tion and physical activity.

Key words: achievement goals, self-determination

**********

The Surgeon General's report on physical activity and health (U.S. Department of Health and Human Services [USDHHS], 1996) emphasized the importance of regular physical activity on health benefits across the life span, including reducing the risk of heart disease and ameliorating and preventing numerous other disease states such as diabetes, cancer, and osteoporosis. In addition, physical activity is related to positive mental health and enhanced quality of life (see Biddle, Fox, & Boutcher, 2000). Although adolescents are more active than adults, participation in physical activity declines with age throughout adolescence, especially for girls (Centers for Disease Control and Prevention [CDC], 1998; Pate, Long, & Heath, 1994; Rowland, 1990; Stone, McKenzie, Welk, & Booth, 1998). Research has also shown that physical activity or inactivity tracks during early childhood, with less active children tending to remain more so than most of their peers (Pate, Baranowski, Dowda, & Trost, 1996). Recognizing the importa nce of physical activity, Healthy People 2010 recently reported that only 65% of adolescents in grades 9-12 engage in the recommended levels of physical activity, namely 20 min of vigorous physical activity 3 days a week. A stated goal of Healthy People 2010, therefore, is to increase the percentage of adolescents who engage in recommended levels of vigorous physical activity to 85% (USDHHS, 2000). A recent position statement from the National Association for Sport and Physical Education (NASPE; Corbin & Pangrazi, 1998) is consistent with the theme of Healthy People 2010 and recommends that adolescents engage in 30 mm of moderate activity on most days. Whether targeting vigorous or moderate activity, the growing concerns over the inactivity of America's youth has led some researchers to identify physical education as an important infrastructure for promoting healthy physical activity patterns during childhood and adolescence (Stone et al., 1998).

School-based physical education should provide an environment that encourages physical activity strategies and behaviors in which youngsters can engage during childhood and adolescence and continue into adulthood (USDHHS, 1997; Sallis & McKenzie, 1991; Sallis et al., 1992). The mere presence of physical education in the curriculum, however, does not guarantee activity. Simons-Morton, Taylor, Snider, Wei Huang, and Fulton (1994) reported that, in a sample of elementary school physical education classes, students spent only 8.6% of class time participating in moderate-to-vigorous physical activity. At the middle school level, physical education classes consisted of 16.4% moderate-to-vigorous physical activity participation. These statistics are lower than the estimated national average of 27% (USDHHS, 1997), but all data are significantly below the recommended minimum of 50% of class time spent being physically active (USDHHS, 1997). …

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Physical Activity and Situational Motivation in Physical Education: Influence of the Motivational Climate and Perceived Ability
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.