Abstract
The purpose of this study was to examine the effects of a physical activity-based intervention conducted during recess time for Spanish students with special needs. The intervention was designed to utilize an autonomy-supportive motivational style to promote feelings of autonomy and to contribute to increased physical activity involvement in these students. Participants were 62 students in the fifth and sixth year of elementary school, with ages between 10 and 12 years (M = 10.75 years, SD = 0.80 years). Students’ perceptions of autonomy support, satisfaction of basic psychological needs, sport and physical activity motivation and actual physical activity level were assessed. A quasi-experimental design was employed with two intervention groups (autonomy-supportive and controlling styles), as well as a control group. Results indicated that students in the autonomy-supportive condition demonstrated a significant increase in feelings of autonomy and increased their physical activity levels while demonstrating a significant decrease in extrinsic motivation over the course of the intervention. The results provide support for the expectation that well-designed and theoretically based physical activity interventions can optimize learning and motivational outcomes for students in inclusive physical education settings.
Highlights
Concern for physical inactivity among our youth has become a central issue in the educational community (Calahorro-Cañada et al, 2015)
To test for homogeneity of the three groups prior to the intervention, a single factor analysis of variance was conducted across the dependent variables
The purpose of this study was to examine the effects of needsupportive motivational style and controlling motivational style of school-aged youth in a compensatory education program during recess
Summary
Concern for physical inactivity among our youth has become a central issue in the educational community (Calahorro-Cañada et al, 2015). Despite increased awareness of the minimum recommendations for physical activity as provided by the World Health Organization (World Health Organization [WHO], 2010), understanding the root causes and associated problems associated with physical inactivity has attracted widespread scientific investigation (Sanz et al, 2011). In Spain, only 35% of boys and 6.3% of girls under the age of 12 years currently meet the recommended physical activity recommendations (Martínez et al, 2015), and the concern for physical inactivity constitutes a public health issue. Autonomy-Supportive Physical Activity lifestyles has been the increase in the development of chronic and degenerative diseases that contribute to 68% of deaths in the world as of 2012 (World Health Organization [WHO], 2017). Physical activity involvement contributes to increased physical, psychological, social, and cognitive health benefits (Poitras et al, 2016) and physical activity promotion is a logical and timely recommendation to promote public health
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