The relation between perceived motivation climate and enjoyment of physical education in students
Poster Presentation XML
Paper ID : 1543-11THCONF
Introduction: Physical activity plays a main role about wellness in society. Youth physical activity (PA) levels decline as they enter the middle grades. Physical education (PE) is one area in the school environment where student PA can be increased. Achievement Goal Theory (AGT) suggests student perceived Motivational climate can influence PA levels, student enjoyment, and intrinsic motivation. The aim of this study was to determine if student perceived motivational climate predicted student enjoyment and PA levels in PE while controlling for school, gender, and ethnicity.
Methodology: Urima city students were asked to wear a pedometer to measure PA levels in PE and complete a questionnaire to measure perceived motivational climate and enjoyment. In this study Physical Activity in Children Enjoyment Survey (PACES) developed by Motl et al., 2001, and Perceptions of Motivational Climate in Sport Questionnaire-2 (PMCSQ-2) by Newton, Duda, & Yin, 2000 were used. Participants included 170 students. Results revealed males were more active than females during PE.
Results: After controlling for gender, it was found that males had significantly higher levels of enjoyment during PE, and a mastery climate was perceived over a performance climate by majority of student regardless of gender, or ethnicity. Statistically significant relationships were found between both mastery and performance scores with enjoyment. The performance relationship was negative while the mastery relationship was positive. Performance climate subcategory unequal recognition had a significant relationship with and PA during PE.
Discussion: Physical education teachers should concentrate on the learning process versus the product and positive feedback while eliminating punishments related to skill development, having star students, and encouraging competition between classmates.