Level of motivation and physical activity in primary education students

  1. Myriam Alvariñas Villaverde 1
  2. Iago Portela Pino 1
  3. Jorge Soto Carballo 1
  1. 1 Universidade de Vigo
    info

    Universidade de Vigo

    Vigo, España

    ROR https://ror.org/05rdf8595

Revista:
Journal of Human Sport and Exercise: JHSE

ISSN: 1988-5202

Ano de publicación: 2018

Título do exemplar: Spring Conferences of Sports Science

Volume: 13

Número: 2

Páxinas: 467-476

Tipo: Artigo

DIALNET GOOGLE SCHOLAR lock_openRUA editor

Outras publicacións en: Journal of Human Sport and Exercise: JHSE

Resumo

The study is aimed at determining the relationship between the index of physical activity and the motivation toward school tasks of Primary Education students. To this end, a descriptive, quasi-experimental design was employed. The instruments used for the study included PAQ-C and the Questionnaire on students’ motivation toward their studies. Among the results, it should be noted that Primary Education students’ motivation toward their studies is high, although the level of physical activity is relatively low for this age group. The level of physical activity is higher in boys than girls. The level of motivation, as well as achievement motivation, and causal attributions of achievement are higher in girls, but self-efficacy is higher in boys. The higher the level of physical activity practice, the higher the level of motivation toward their studies, but also the higher the achievement motivation, causal attribution and self-efficacy. Children with greater obesity levels have less motivation. According to these results, it is important to design actions that encourage the regular practice of physical activity, especially among girls. This should be done in different contexts, beyond the subject of Physical Education and in different populations. Interventions should take into account family and environmental factors, or the local environment and its resources.

Referencias bibliográficas

  • Åberg, M. A. I., Pedersen, N. L., Torén, K., Svartengrenf, M., Bäckstrand, B., Johnsson, T., …Kunhn, H. G. (2009). Cardiovascular fitness is associated with cognition in young adulthood. Proceedings o the National Academy of Science of the USA, 106(49), 20906-20911. https://doi.org/10.1073/pnas.0905307106
  • Aelterman, N., Vansteenkiste, M., Van Keer, H., Van den Berghe, L., De Meyer, J., & Haerens, L. (2012). Students' Objectively measured physical activity levels and engagement as a function of betweenclass and between-student differences in motivation toward Physical Education. Journal of Sport & Exercise Psychology, 34(4), 457-480. https://doi.org/10.1123/jsep.34.4.457
  • Aguilar, M. J., González-Jiménez, E., Padilla, C. A., Guisado, R., & Sánchez-López, A. M. (2012). Overweight and obesity as a prognosis factor of desmotivation in children and adolescents. Nutrición hospitalaria, 27(4), 1166-1169. https://doi.org/10.3305/nh.2012.27.4.5853
  • Aznar, S., Naylor, P., Silva, P., Pérez, M., Angulo, T., Laguna, M., ...Lopez-Chicharro, J. (2011). Patterns of physical activity in Spanish children: a descriptive pilot study. Child: Care, Health and Development, 37(3), 322-328. https://doi.org/10.1111/j.1365-2214.2010.01175.x
  • Barrientos-Chuqui, L. L. (2011). Motivación escolar y rendimiento académico en alumnos del cuarto año de secundaria de una institución educativa estatal de ventanilla. (Master's thesis unpublished). Universidad San Ignacio de Loyola, Lima-Perú.
  • Berchtold N. C., Castello N., & Cotman C. W. (2010). Exercise and time-dependent benefits to learning and memory. Neuroscience, 167(3), 588-97. https://doi.org/10.1016/j.neuroscience.2010.02.050
  • Best, J. R. (2010). Effects of physical activity on children's executive function: Contributions of experimental research on aerobic exercise. Developmental Review, 30(4), 331-351. https://doi.org/10.1016/j.dr.2010.08.001
  • Bronikowski, M., Bronikowska, M., Laudańska-Krzemińska, I., Kantanista, A., Morina, B., & Vehapi, S. (2015). PE teacher and classmate support in level of physical activity: The role of sex and BMI status in adolescents from Kosovo. Biomed Research International, Article ID 290349, 1-8. https://doi.org/10.1155/2015/290349
  • Bucco, L., & Zubiaur, M. (2013). Desarrollo de las habilidades motoras fundamentales en función del sexo y del índice de masa corporal en escolares. Cuadernos Psicología del Deporte, 13(2), 63-72. https://doi.org/10.4321/S1578-84232013000200007
  • Budde, H., Voelcker-Rehage, C., Pietrabyk-Kendziorra, S., Ribeiro, P., & Tidow, G. (2008). Acute coordinative exercise improves attentional performance in adolescents. Neuroscience Letters, 441(2), 219-223. https://doi.org/10.1016/j.neulet.2008.06.024
  • Bugler, M., McGeown, S. P., St Clair-Thompson, H. (2015). Gender differences in adolescents' academic motivation and classroom behaviour. Educational Psychology, 35(5), 541-556. https://doi.org/10.1080/01443410.2013.849325
  • Carlson, S. A., Fulton, J. E., Lee, S. M., Maynard, L. M., Brown, D. R., Kohl III, H. R., & Dietz, W. H. (2008). Physical Education and academic achievement in elementary school: Data from the early childhood longitudinal study. American Journal of Public Health, 98(4), 721-727. https://doi.org/10.2105/AJPH.2007.117176
  • Chen, S. L., Sun, H. C., Zhu, X. H., & Chen, A. (2014). Relationship between motivation and learning in Physical Education and after-school physical activity. Research Quarterly for Exercise and Sport, 82(4), 468-477. https://doi.org/10.1080/02701367.2014.961054
  • Dishman, R. K., Mciver, K. L., Dowda, M., Saunders, R. P., & Pate, R. R. (2015). Motivation and behavioral regulation of physical activity in middle school students. Medicine and Science in Sports and Exercise, 47(9), 1913-1921. https://doi.org/10.1249/MSS.0000000000000616
  • Drobnic, F. (Coord.) (2013). La actividad física mejora el aprendizaje y el rendimiento escolar. Los beneficios del ejercicio en la salud integral del niño a nivel físico, mental y en la generación de valores. Barcelona: Hospital Sant Joan de Déu.
  • Eisinga, R., Grotenhuis, M., & Pelzer, B. (2013). The reliability of a two-item scale: Pearson, Cronbach or Spearman-Brown? International Journal of Public Health, 58(4), 637-642. https://doi.org/10.1007/s00038-012-0416-3
  • Ellemberg, D., & St. Louis-Deschênes, M. (2010). The effect of acute physical activity on cognitive function during development. Psychology of Sport and Exercise, 11(2), 122-126. https://doi.org/10.1016/j.psychsport.2009.09.006
  • Fan, W. (2011). Social influences, school motivation and gender differences: an application of the expectancy‐value theory. Educational Psychology, 31(2), 157-175. https://doi.org/10.1080/01443410.2010.536525
  • Galicia-Moyeda, I. X., Sánchez-Velasco, A., & Robles-Ojeda, F. J. (2013). Autoeficacia en escolares adolescentes: su relación con la depresión, el rendimiento académico y las relaciones familiares. Anales de psicología, 29(2), 491-500. https://doi.org/10.6018/analesps.29.2.124691
  • Gallotta, M. C., Guidetti, L., Franciosi, E., Emerenziani, G. P., Bonavolontà, V., & Baldari, C. (2012). Effects of varying type of exertion on children's attention capacity. Medicine and Science in Sport and Exercise, 44(3), 550-555. https://doi.org/10.1249/MSS.0b013e3182305552
  • Gao, Z., & Podlog, L. (2012). Urban latino children's physical activity levels and performance in interactive dance video games effects of goal difficulty and goal specificity. Archives of Pediatrics & Adolescent Medicine, 166(10), 933-937. https://doi.org/10.1001/archpediatrics.2012.649
  • Gao, Z., Pope, Z., Lee, J. E., Stodden, D., Roncesvalles, N., Pasco, D., Huang, C. C., & Feng, D. (2017). Impact of exergaming on young children's school day energy expenditure and moderate-to-vigorous physical activity levels. Journal of Sport and Health Science, 6(1), 11-16. https://doi.org/10.1016/j.jshs.2016.11.008
  • Gliem, J., & Gliem, R. (2003). Calculating, interpreting, and reporting Cronbach's alpha reliability coefficient for likert-type scales. Conference in adult, continuing and community education. Midwest research to practice. The Ohio State University, Columbus. Retrieved from http://www.ssnpstudents.com/wp/wp-content/uploads/2015/02/Gliem-Gliem.pdf
  • How, Y. M., Whipp, P., Dimmock, J., & Jackson, B. (2013). The effects of choice on autonomous motivation, perceived autonomy support, and physical activity levels in high school Physical Education. Journal of Teaching in Physical Education, 23(2), 131-148. https://doi.org/10.1123/jtpe.32.2.131
  • Kahn, J. A., Huang, B., Gillman, M. W., Field, A. E., Austin, S. B., Colditz, G. A., & Frazier, A. L. (2008). Patterns and determinants of physical activity in U.S. adolescents. Journal of Adolescent Health, 42, 369-377. https://doi.org/10.1016/j.jadohealth.2007.11.143
  • Jaakkola, T., Washington, T., & Yli-Piipari, S. (2013). The association between motivation in school physical education and self-reported physical activity during Finnish junior high school: A selfdetermination theory approach. European Physical Education Review, 19, 1127-1141. https://doi.org/10.1177/1356336X12465514
  • Kowalski, C. K., Croker P. R., & Donem, R. M. (2004). The physical activity questionnaire for older children (PAQ-C) and adolescents (PAQ-A) manual. Saskatchewan, Canada: College of
  • Kinesiology, University of Saskatchewan. Laguna, M., Lara, M. T., & Aznar, S. (2011). Patrones de Actividad Física en función del género y los niveles de obesidad en población infantil española. Estudio EYHS. Revista de Psicología del Deporte, 20(2), 621-636.
  • Manchola-González, J., Bagur-Calafat, C., & Girabent-Farrés, M. (2017). Fiabilidad de la versión española del cuestionario de actividad física PAQ-C / Reliability Spanish Version of Questionnaire of Physical Activity PAQ-C. Revista Internacional de Medicina y Ciencias de la Actividad Física y el Deporte, 17(65), 139-152. https://doi.org/10.15366/rimcafd2017.65.008
  • Martin, A. J. (2004). School motivation of boys and girls: Differences of degree, differences of kind, or both? Australian Journal of Psychology, 56(3), 133-146. https://doi.org/10.1080/00049530412331283363
  • Martin, A. J. (2007). Examining a multi-dimensional model of student motivation and engagement using a construct validation approach. British Journal of Educational Psychology, 77, 412–440. https://doi.org/10.1348/000709906X118036
  • Martínez-Gómez, D., Martínez-de-Haro, V., Pozo, T., Gregory, J., Villagra, A., Calle, M. E., Ascensión, M., & Veiga, O. L. (2009). Fiabilidad y validez del cuestionario de actividad física PAQ-A en adolescentes españoles. Revista Española de Salud Pública, 83(3), 427-439. https://doi.org/10.1590/S1135-57272009000300008
  • Olaya-Contreras, P., Bastidas, M., & Arvidsson, D. (2015). Colombian children with overweight and obesity need additional motivational support at school to perform health-enhancing physical activity. Journal of Physical Activity and Health, 12, 604-609. https://doi.org/10.1123/jpah.2014-0024
  • Pintrich, P. R., & Schunk, D. H. (2006). Motivación en contextos educativos. Madrid: Pearson. Praxedes, A., Sevil, J., Moreno, A., del Villar, F., & García-González, L. (2016). Levels of physical activity and motivation in University students. Differences in terms of academic discipline linked to physicalsports practice. Journal of Sport and Health Research, 8(3), 191-204.
  • Ruíz, L. M., Mata, E., & Moreno, J. A. (2007). Los problemas evolutivos de coordinación motriz y su tratamiento en la edad escolar: estado de la cuestión. Motricidad: European Journal of Human Movement, 18(4), 1-17.
  • Sevil, J., Abós, Á., Julián, J. A., Murillo, B., & García-González, L. (2015). Gender and situational motivation in physical education: The key to the development of intervention strategies. RICYDE: Revista Internacional de Ciencias del Deporte, 41(11), 281-296.
  • Sijtsma, K. (2009). On the use, the misuse and the very limited of the Cronbach's alpha. Psychometrika, 74(1), 107-120. https://doi.org/10.1007/s11336-008-9101-0
  • Thornberry, G. (2008). Estrategias metacognitivas, motivación académica y rendimiento académico en alumnos ingresantes a una universidad de Lima Metropolitana. Revista Persona, 11, 177-193. https://doi.org/10.26439/persona2008.n011
  • Tian, H. L., du Toit, D., & Toriola, A. L. (2017). The effects of an enhanced quality Physical Education programme on the physical activity levels of Grade 7 learners in Potchefstroom, South Africa. Physical Education and Sport Pedagogy, 22(1), 35-50. https://doi.org/10.1080/17408989.2015.1072509
  • Torrado, P., Martins, J., Rendeiro, P., Marques, A., & Da Costa, F. C. (2016). Physical activity in adolescence: The importance of friends' support and physical activity levels. Revista Iberoamericana de Psicología del Ejercicio y el Deporte, 11(2), 297-303.
  • Trites S. J., & Elgar F. J. (2010). Making time to exercise: an analysis of the impact of motivation and elective high school physical education on adolescent physical activity level. Proceedings of the 2nd International Conference on Education and New Learning Technologies (EDULEARN10 Proceedings), Spain, 5644-5652. Retrieved from https://library.iated.org/publications/EDULEARN10
  • Van Praag, H. (2009). Exercise and the brain: something to chew on. Trends in Neurosciences, 32(5), 283-90. https://doi.org/10.1016/j.tins.2008.12.007
  • Vazou, S., Gavrilou, P., Mamalaki, E., Papanastasiou, A., & Sioumala, N. (2012). Does integrating physical activity in the elementary school classroom influence academic motivation? International Journal of Sport and Exercise Psychology, 10(4), 251-263. https://doi.org/10.1080/1612197X.2012.682368
  • Yeung, A. S., Craven, R., & Kaur, G. (2012). Gender differences in achievement motivation: grade and cultural considerations. In S. P. McGeown (Ed.), Psychology of Gender Differences (pp. 59-79). UK: Nova Science Publishers.
  • Zhang, T. (2009). Relations among school students' self-determined motivation, perceived enjoyment, effort, and physical activity behaviors. Perceptual and Motor Skills, 109(3), 783-790. https://doi.org/10.2466/pms.109.3.783-790
  • Zhang, T., Solmon, M. A., Kosma, M., Carson, R. L., & Gu, X. L. (2011). Need support, need satisfaction, intrinsic motivation, and physical activity participation among middle school students. Journal of Teaching in Physical Education, 31(1), 51-68. https://doi.org/10.1123/jtpe.30.1.51
Fonte de datos: Dialnet