Student perceived motivational climate, enjoyment, and physical activity in middle school physical education

Christine E. Johnson, Heather E. Erwin, Lindsay Kipp, Aaron Beighle

Research output: Contribution to journalArticlepeer-review

25 Scopus citations

Abstract

We used achievement goal theory to examine students' physical activity (PA) motivation and physical education (PE) enjoyment. Purposes included: 1) determine whether schools with different pedagogical approaches varied in student perceptions of mastery and performance climate dimensions, enjoyment, and PA; 2) examine gender and grade differences in enjoyment and PA; and 3) determine if dimensions of motivational climate predicted enjoyment and PA levels in PE, controlling for gender and grade. Youth (n = 290, 150 girls) from three southeast United States middle schools wore a pedometer and completed a motivational climate and enjoyment questionnaire. Boys were more active and enjoyed PE more than girls, and 7th/8th grade students were more active than 6th grade students. Enjoyment was positively predicted by teacher's emphasis on two mastery climate dimensions, controlling for gender. PE activity time was predicted by two performance climate dimensions, controlling for gender and grade. Implications for practice are discussed.

Original languageEnglish
Pages (from-to)398-408
Number of pages11
JournalJournal of Teaching in Physical Education
Volume36
Issue number4
DOIs
StatePublished - Oct 1 2017

Bibliographical note

Publisher Copyright:
© 2017 Human Kinetics, Inc.

Keywords

  • Achievement goal theory
  • PACES
  • PMCSQ-2
  • Pedometers

ASJC Scopus subject areas

  • Orthopedics and Sports Medicine
  • Physical Therapy, Sports Therapy and Rehabilitation
  • Education

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