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The college-age population is not sufficiently physically active and physical activity declines markedly during the college years. Interventions in university and college settings are potential avenues for increasing physical activity in this population. PURPOSE: The purpose of this study was to examine the effect of need-supportive class environments and conventional class environments, with and without the use of movement technology, on college students' self-determined motivation for physical activity and physical activity levels. A secondary purpose was to examine changes in physical activity enjoyment and physical activity Stage of Change. METHODS: The thesis was designed as a main study and a substudy. For the main study, a self-determination theory based, need-supportive teaching intervention was developed and implemented with a group of randomly selected graduate student instructors (n = 7) of a basic instruction college physical activity class (n = 34 classes and 730 students). The other instructors (n = 7) received conventional training for graduate student instructors and were told to teach as usual (n = 36 classes and 775 students). Students (N = 1,505, M age = 19.4 ± 1.4 years) completed online questionnaires at the beginning, middle, and end of the semester. Self-determined motivation was assessed with the Revised Behavior Regulation in Exercise Questionnaire. Physical activity was assessed using the 30-Day Physical Activity Recall, the 8-response physical activity self-report measure, and the International Physical Activity Questionnaire-short form. Level of need satisfaction for physical activity was assessed using the Perceived Need Satisfaction in Exercise Scale and student perception of need support was assessed using an expanded version of the Learning Climate Questionnaire. Physical activity enjoyment was assessed using a five-item version of the Exercise Enjoyment Scale and Stage of Change was assessed using a four-item questionnaire. For the substudy, a sample of students (N = 75) wore pedometers at the beginning and end of the semester for one week to objectively assess physical activity. In the substudy, a randomly selected sample of students (n = 34) wore a Fitbit Flex (Fitbit) everyday throughout the semester. The substudy comparison group (n = 41) did not wear a Fitbit monitor. The Fitbit is a commercially available monitor that can be used to assess physical activity, provide feedback, self-monitor, and set goals. Intervention effectiveness was evaluated with a series of mixed model analyses of variance and effect size estimates via Cohen's delta (d). RESULTS: Results indicated no meaningful differences in students' perception of need-support between the need-supportive and conventional teaching conditions (d = 0.13 to 0.19). For the main study, changes in self-determined motivation for physical activity, self-reported physical activity level, physical activity enjoyment, and Stage of Change across time points did not differ by teaching condition (p > .05, d 0.15). In the substudy, students in the conventional teaching condition increased an average of 621 steps per day from time 1 to time 3, while students in the need-supportive teaching condition decreased by an average of 816 steps per day from time 1 to time 3. The difference in step changes from time 1 to time 3 across teaching conditions was medium to large (d = 0.66). In the substudy, all students showed decreases in objectively measured steps per day from time 1 to time 3, possibly due to the time of the semester in which the pedometer assessment was conducted. However, students who wore a Fitbit had a lesser decrease in steps per day (decrease of 104 steps per day, d = -0.05) compared to students who did not wear a Fitbit (decrease of 461 steps per day, d = -0.18). The effect size of the difference in changes in steps per day between Fitbit groups was small (d = 0.16). From time 1 to time 3, self-reported physical activity increased more in the students who wore a Fitbit than in students who did not wear a Fitbit (d = 0.28 to 0.32). Changes in self-determined motivation for physical activity, physical activity enjoyment, and Stage of Change were similar for Fitbit groups (p .05, d
As I begin to write this Preface, I feel a rush of excitement. I have now finished the book; my gestalt is coming into completion. Throughout the months that I have been writing this, I have, indeed, been intrinsically motivated. Now that it is finished I feel quite competent and self-determining (see Chapter 2). Whether or not those who read the book will perceive me that way is also a concern of mine (an extrinsic one), but it is a wholly separate issue from the intrinsic rewards I have been experiencing. This book presents a theoretical perspective. It reviews an enormous amount of research which establishes unequivocally that intrinsic motivation exists. Also considered herein are various approaches to the conceptualizing of intrinsic motivation. The book concentrates on the approach which has developed out of the work of Robert White (1959), namely, that intrinsically motivated behaviors are ones which a person engages in so that he may feel competent and self-determining in relation to his environment. The book then considers the development of intrinsic motiva tion, how behaviors are motivated intrinsically, how they relate to and how intrinsic motivation is extrinsically motivated behaviors, affected by extrinsic rewards and controls. It also considers how changes in intrinsic motivation relate to changes in attitudes, how people attribute motivation to each other, how the attribution process is motivated, and how the process of perceiving motivation (and other internal states) in oneself relates to perceiving them in others.
Advances in Motivation in Sport and Exercise, Third Edition, presents the most current information in sport and exercise motivation, including discussion of new research surrounding self-determination theory and goal achievement theory, traditional topics of goal setting and self-efficacy, and newer areas of attention such as passion and perfectionism. Readers not only will gain knowledge in one of the leading areas of sport psychology research but also learn how the research can inform their current practice. In this third edition, editors Glyn Roberts and Darren Treasure, along with a highly respected team of contributors, offer sport and exercise psychology researchers and students the most up-to-date review of the state of research in motivation. As in previous editions, the text chronicles the growth of motivation research and its role in physical activity, exercise, and sport. The star team of contributors offers thoughtful discussion of key issues and findings for readers to consider and insight into both the conceptual understanding of motivation and its application. Advances in Motivation in Sport and Exercise, Third Edition, begins by introducing readers to new trends and interpretations in motivational theory. Each chapter of the text discusses a unique motivational theory and its contemporary contribution to the field of knowledge. Whether research or practically inclined, readers will be enlightened through the use of these features: • Presentation of differing perspectives and approaches that make up the current state of research in the most vibrant of topics in sport and exercise psychology • Future Directions for Research and Practical Applications sections at the end of each chapter that help demonstrate how the chapters’ content is applied to real-world practice • An extensive reference list that serves as a tool for finding further resources and continuing study of motivation The third edition of Advances in Motivation in Sport and Exercise helps readers learn how the theories of motivation can be applied in exercise, sport, and physical activity contexts. Thoughtfully compiled by a respected editor and contributor team, this comprehensive text serves as a review of current research and a resource for further study and applications for researchers, students, and practitioners.
A leading group of experts in motivation provide a resource for advancing research and application. It contains the essentials of self-determination theory and an overview of research in motivation in a physical activity context.
Motivating individuals has become a major initiative in higher education, and many different strategies are being implemented on campuses. The purpose of this study was to examine the influence of health assessments on motivating college students to become more physically active. The research aimed to interpret the knowledge gained from an individual's health assessments as an effective strategy. The knowledge gained can be used to assist the college-aged population in adopting active lifestyles that will lower their health risks. The researcher used the self-determination theory to examine community college students' motivation to be physically active; the transtheoretical model of change and the social cognitive theory were used to assess physical activity behavior. The participants in this study were students enrolled in the Health and Personalized Fitness course at a Mid-Atlantic community college. The researcher used quasi-experimental, pretest-posttest, nonequivalent comparison group design. An analysis of covariance was used, with the pretest as the covariate, to determine whether a statistically significant difference occurred in posttest levels for stage of change, self-regulation, and self-efficacy. No statistically significant difference in the posttest levels of physical exercise self-efficacy and motivation was found between college students taking the health assessment (treatment or program group) and those not taking the assessment (comparison group). The students taking the health assessment exhibited a significant reduction in body fat percentage, and a significant enhancement in the levels of VO2 MAX before and after the course. Additionally, analysis indicated that students who received the health assessment reported more significant changes to their stage of change than students who did not receive the health assessments.
This edited work presents a collection of papers on motivation research in education around the globe. Pursuing a uniquely international approach, it also features selected research studies conducted in Singapore under the auspices of the Motivation in Educational Research Lab, National Institute of Education, Singapore. A total of 15 chapters include some of the latest findings on theory and practical applications alike, prepared by internationally respected researchers in the field of motivation research in education. Each author provides his/her perspective and practical strategies on how to maximize motivation in the classroom. Individual chapters focus on theoretical and practical considerations, parental involvement, teachers’ motivation, ways to create a self-motivating classroom, use of ICT, and nurturing a passion for learning. The book will appeal to several different audiences: firstly, policymakers in education, school leaders and teachers will find it a valuable resource. Secondly, it offers a helpful guide for researchers and teacher educators in pre-service and postgraduate teacher education programmes. And thirdly, parents who want to help their children pursue lifelong learning will benefit from reading this book.
Public school physical educators have the opportunity to help students understand the importance of engaging in regular physical activity in order to combat America's obesity problem. However, students are often unmotivated to participate in their physical education classes. Providing students with an autonomy supportive environment increases intrinsic motivation. Self-determination theory states that higher levels of intrinsic motivation should lead to an increase in behavior, or higher activity levels in a physical education class.