Change in physical education motivation and physical activity behavior during middle school.
OBJECTIVE
To test a mediational model of the relationships among motivation-related variables in middle-school physical education and leisure-time physical activity behavior.


METHODS
Sixth- and seventh-grade physical education students from five middle schools in the midwest United States completed a survey containing measures of study variables on two occasions, 1 year apart.


RESULTS
Motivation-related constructs positively predicted leisure-time physical activity behavior. Enjoyment of activities in physical education and physical activity during class mediated the relationship between self-determined motivation in physical education and leisure-time physical activity. Perceived competence, autonomy, and relatedness were important antecedent variables in the model, with autonomy and relatedness showing less stability over time and positively predicting self-determined motivation.


CONCLUSIONS
Students' leisure-time physical activity is linked to motivation-related experiences in physical education. Perceptions of competence, autonomy, and relatedness, self-determined motivation, enjoyment, and physical activity in the physical education setting directly or indirectly predict leisure-time physical activity. The associations suggest that more adaptive motivation corresponds to transfer of behavior across contexts. Also, the findings suggest that the efficacy of school-based physical activity interventions, within and outside of school, is linked to the degree of support for students' self-determined motivation.
Cox
Anne E
AE
School of Kinesiology and Recreation, Illinois State University, Normal, Illinois 61790-5120, USA. acox@ilstu.edu
Smith
Alan L
AL
Williams
Lavon
L
D000293:Adolescent; D015444:Exercise; D005260:Female; D006306:Health Surveys; D006801:Humans; D008297:Male; D015146:Midwestern United States; D009042:Motivation; D010806:Physical Education and Training; D012574:Schools