Abstract Title

Investigating the Influence of Teacher’s Motivation Types and Resource Utilization in Physical Education on Elementary Students’ Leisure-Time Physical Activity: A Multilevel Analysis

Abstract

Purpose: Building-up students’ physical competence and confidence by attaining knowledge and skills in the classroom setting can have a positive effect on health and well-being. Despite the profound physical education influence, little is known about the extent to which PE teacher’s motivation and resource utilization are linked to leisure-time PA. Thus, the purpose of the study was to examine whether elementary students’ leisure-time PA participation varies according to PE teacher’s motivations. Methods: Data were collected from 740 students self-administrated questionnaires and 48 PE class observations in which those students were nested across four schools located in urban Ohio, during 2016 -2017 Results: The analysis began with a one-way Random-Effects ANOVA model to determine variability of PA. The final model presented that individual variables as a predictor of leisure-time PA reduced the within student-level variance by 3.4% and the classroom factors accounted for 70 % of children’s activity. It is clear that the association between class characteristic variables are far stronger at class level than at the student levels (ICC 73%). The effect of average class factors varied across the mean PA, respectively, extrinsic motivation (γ01=13.83, p=0.001), intrinsic motivation (γ02=11.06, p=0.011), and leisure-time PA motivation (γ03 = 36.63, p =0.017). Conclusions: The study presented teachers’ motivations were positively related to leisure-time PA among elementary school students. Since there were few studies investigating the effects of classroom factors on leisure-time PA in accounting for student’s dependency within the classroom, the findings provided significant evidence that the classroom PE teachers can enhance the magnitude of student’s outside activity.

Modified Abstract

Purpose: Despite the profound physical education influence, little is known about the extent to which PE teacher’s motivation and resource utilization are linked to leisure-time PA. Thus, the purpose of the study was to examine whether elementary students’ leisure-time PA participation varies according to PE teacher’s motivations.

Methods: Data were collected from 740 students self-administrated questionnaires and 48 PE class observations in which those students were nested across four schools located in urban Ohio, during 2016 -2017

Results: The final model presented that individual variables as a predictor of leisure-time PA reduced the within student-level variance by 3.4% and the classroom factors accounted for 70 % of children’s activity. It is clear that the association between class characteristic variables are far stronger at class level than at the student levels (ICC 18%). The effect of average class factors varied across the mean PA, respectively, extrinsic motivation (γ01=13.83, p=0.001), intrinsic motivation (γ02=11.06, p=0.011), and leisure-time PA motivation (γ03 = 36.63, p =0.017).

Conclusions: The study presented teachers’ motivations were positively related to leisure-time PA among elementary school students. The findings provided significant evidence that the classroom PE teachers can enhance the magnitude of student’s outside activity.

Research Category

Social Science/Education/Public Health

Primary Author's Major

Public Health

Mentor #1 Information

Dr. Chatfield

Mentor #2 Information

Dr. Hallam

Presentation Format

Poster

Start Date

5-4-2018 1:00 PM

Research Area

Education | Elementary Education | Health and Physical Education

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Apr 5th, 1:00 PM

Investigating the Influence of Teacher’s Motivation Types and Resource Utilization in Physical Education on Elementary Students’ Leisure-Time Physical Activity: A Multilevel Analysis

Purpose: Building-up students’ physical competence and confidence by attaining knowledge and skills in the classroom setting can have a positive effect on health and well-being. Despite the profound physical education influence, little is known about the extent to which PE teacher’s motivation and resource utilization are linked to leisure-time PA. Thus, the purpose of the study was to examine whether elementary students’ leisure-time PA participation varies according to PE teacher’s motivations. Methods: Data were collected from 740 students self-administrated questionnaires and 48 PE class observations in which those students were nested across four schools located in urban Ohio, during 2016 -2017 Results: The analysis began with a one-way Random-Effects ANOVA model to determine variability of PA. The final model presented that individual variables as a predictor of leisure-time PA reduced the within student-level variance by 3.4% and the classroom factors accounted for 70 % of children’s activity. It is clear that the association between class characteristic variables are far stronger at class level than at the student levels (ICC 73%). The effect of average class factors varied across the mean PA, respectively, extrinsic motivation (γ01=13.83, p=0.001), intrinsic motivation (γ02=11.06, p=0.011), and leisure-time PA motivation (γ03 = 36.63, p =0.017). Conclusions: The study presented teachers’ motivations were positively related to leisure-time PA among elementary school students. Since there were few studies investigating the effects of classroom factors on leisure-time PA in accounting for student’s dependency within the classroom, the findings provided significant evidence that the classroom PE teachers can enhance the magnitude of student’s outside activity.