Perceptions of Motivational Climate, Goal Orientations, and Light- to Vigorous-intensity Physical Activity Engagement of a Sample of Finnish Grade 5 to 9 Students
Gråstén, A., & Watt, A. P. (2016). Perceptions of Motivational Climate, Goal Orientations, and Light- to Vigorous-intensity Physical Activity Engagement of a Sample of Finnish Grade 5 to 9 Students. International Journal of Exercise Science, 9(3), Article 5. http://digitalcommons.wku.edu/ijes/vol9/iss3/5
Julkaistu sarjassa
International Journal of Exercise SciencePäivämäärä
2016Tekijänoikeudet
© the Authors, 2016. This is an open access article published by Western Kentucky University.
The aim of this study
was the examination of relationships between children’s perceptions of motivational climate, goal
orientation, and their engagement in light- to vigorous-intensity physical activity. The sample
comprised 585 school children at age of 11 to 16-year-old from three small cities located in
Northeast-Finland. The cross-sectional data was collected using online questionnaires in April
2014. The findings indicated that the higher task-involving motivational climate in physical
education the children reported, the higher total light- and moderate-intensity levels they
accumulated. Task-involving climate also indicated higher task orientation and ego-involving
climate higher ego orientation. Additionally, the more children accumulated light-intensity
physical activity, the more they engaged in moderate and vigorous physical activity. No indirect
paths were observed from task- and ego-involving climate to light- and moderate- or vigorousintensity
activity via task or ego orientation. The current low level of time spent undertaking
physical activity in all categories should be considered as a matter of common concern,
particularly amongst the most inactive students. Limitations in school curriculum scheduling
options restrict the opportunity for substantially increasing the number of timetabled physical
education classes. Therefore, developing content and pedagogical practice in physical education
represents a viable to increase children’s total physical activity. Schools need to place a higher
priority on encouraging children and adolescents to participate in daily physical activity and to
provide guidance to identify engaging activities, particularly of moderate or vigorous-intensity.
For example, class teachers and physical educators could encourage their students to be
physically active in terms of transportation to school and by participating in out-of-school sport
and recreational leisure activities as options to increase total physical activity.
...
Julkaisija
Western Kentucky UniversityISSN Hae Julkaisufoorumista
1939-795XAsiasanat
Alkuperäislähde
http://digitalcommons.wku.edu/ijes/vol9/iss3/5Julkaisu tutkimustietojärjestelmässä
https://converis.jyu.fi/converis/portal/detail/Publication/26145521
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