The Effect of a Goal-Setting Program in Physical Education on Cognitive and Affective Outcomes of the Lesson

Abstract

This study investigated the effects of a goal-setting intervention on students’ physical education and leisure-time physical activity motivation cognition. One hundred sixty-nine primary school pupils in fifth and sixth grades (11–12 years old) participated in the study and were randomly divided into two groups. Ninety-four students participated in a goal-setting intervention program that lasted five physical education lessons, and seventy-five students served as a control group. Perceived autonomy support in physical education classes, autonomous motivation in physical education, enjoyment during physical education, vitality, attitudes, perceived behavioral control, and intention toward out-of-school physical activity were measured at the beginning and end of the intervention program through anonymous questionnaires. The results indicated that goal setting served as a useful strategy for the promotion of autonomy support in physical education lessons, producing positive effects on leisure-time physical activity–related cognition.Subscribe to TPE