Physical Education Enjoyment Research Articles

Exploring Links to Unorganized and Organized Physical Activity During Adolescence: The Role of Gender, Socioeconomic Status, Weight Status, and Enjoyment of Physical Education

Exploring Links to Unorganized and Organized Physical Activity During Adolescence: The Role of Gender, Socioeconomic Status, Weight Status, and Enjoyment of Physical Education

Perceived Competence and Enjoyment in Predicting Students' Physical Activity and Cardiorespiratory Fitness

This study investigated the predictive strength of perceived competence and enjoyment on students' physical activity and cardiorespiratory fitness in physical education classes. Participants (N = 307; 101 in Grade 6, 96 in Grade 7, 110 in Grade 8; 149 boys, 158 girls) responded to questionnaires assessing perceived competence and enjoyment of physical education, then their cardiorespiratory fitness was assessed on the Progressive Aerobic Cardiovascular Endurance Run (PACER) test. Physical activity in one class was estimated via pedometers. Regression analyses showed enjoyment (R2 = 16.5) and perceived competence (R2 = 4.2) accounted for significant variance of only 20.7% of physical activity and, perceived competence was the only significant contributor to cardiorespiratory fitness performance (R2 = 19.3%). Only a small amount of variance here leaves 80% unaccounted for. Some educational implications and areas for research are mentioned.

Validating the Youth Sport Enjoyment Construct in High School Physical Education

The present study was undertaken to develop and validate a questionnaire measuring teaching processes related to physical education (PE) enjoyment. Scanlan and Lewthwaite's (1986) youth sport enjoyment model provided the theoretical foundation for this work. Content validity and item readability of the instrument were established by obtaining feedback from eight experts in psychology and four highly experienced secondary school teachers. Construct validity was then established by conducting exploratory and confirmatory factor analyses on data from 304 secondary school students (grades 8, 9, and 10). As a result of these analyses, six teaching processes related to PE enjoyment were identified: self-referent competency (four items), other-referent competency (four items), teacher-generated excitement (three items), activity-generated excitement (five items), peer interaction (two items), and parental encouragement (two items). Correlation analyses revealed that all of these processes were positively correlated with PE enjoyment. The weakest correlation was between peer interaction and enjoyment (r = .31, p < .05), and the strongest was between activity-generated excitement and enjoyment (r = .83, p < .05). We believe that the instrument is appropriate for studying affective outcomes within physical educational settings among students in grades 8, 9, and 10.

Validating the Youth Sport Enjoyment Construct in High School Physical Education

The present study was undertaken to develop and validate a questionnaire measuring teaching processes related to physical education (PE) enjoyment. Scanlan and Lewthwaite's (1986) youth sport enjoyment model provided the theoretical foundation for this work. Content validity and item readability of the instrument were established by obtaining feedback from eight experts in psychology and four highly experienced secondary school teachers. Construct validity was then established by conducting exploratory and confirmatory factor analyses on data from 304 secondary school students (grades 8, 9, and 10). As a result of these analyses, six teaching processes related to PE enjoyment were identified: self-referent competency (four items), other-referent competency (four items), teacher-generated excitement (three items), activity-generated excitement (five items), peer interaction (two items), and parental encouragement (two items). Correlation analyses revealed that all of these processes were positively correlated with PE enjoyment. The weakest correlation was between peer interaction and enjoyment (r = .31, p < .05), and the strongest was between activity-generated excitement and enjoyment (r = .83, p < .05). We believe that the instrument is appropriate for studying affective outcomes within physical educational settings among students in grades 8, 9, and 10.

Promoting enjoyment in girls' physical education: The impact of goals, beliefs, and self-determination

This study examined the network of relationships between spor t ability beliefs, achievement goals, self-determination and female students' enjoyment in school physical education (PE). Female secondar y students ( n = 343) from a single-sex secondar y school in Singapore par ticipated in the survey. They were assessed on spor t ability beliefs, goal orientations, relative autonomy, perceived competence and enjoyment in PE. The findings established that incremental belief predicted task orientation. In addition, relative autonomy, task orientation and perceived competence had strong and direct impact on enjoyment. Overall, the present study offers some insightful thoughts for promoting enjoyment for girls in PE and physical activity.

Trends in physical activity behaviours and attitudes among South Australian youth between 1985 and 2004

Rising youth obesity is a serious public health concern. There is a widespread view that declining physical activity is contributing to this trend. A total of 929 young South Australians (age=9-15 years) were surveyed in 1985 and 2004 on usual physical activity in several contexts, including attitudes to physical activity. Eight of 10 South Australian schools participating in the 1985 Schools Health and Fitness Survey were revisited in 2004. Comparisons were made on: organised sport, active transport, physical education (PE), playground activity, vigorous physical activity (VPA), total leisure-time physical activity (LTPA), and attitudes to PE and school sport. The questionnaire and method of administration were identical in both surveys. There were no differences between surveys in club and school sport participation, walking to school, and reported enjoyment of PE and school sport. In 2004 fewer children rode to school, but PE classes were more frequent. The percentage of children who 'sit and talk' during school breaks had increased, with a decreased percentage of older girls who 'run around' during school breaks. There was a significantly higher LTPA in MET.min in 2004 for boys, which was particularly evident at higher percentiles. There were no changes in mean or distribution of LTPA for the whole sample or girls. The percentage of respondents reporting >/=3 bouts of VPA in the previous week rose from 51% (1985) to 76% (2004). There is no consistent evidence of declining physical activity among South Australian youth. It is apparent that physical activity in some contexts has declined, while in other contexts levels are the same or higher than in 1985. This underscores the complex nature of physical activity and the influences on this behaviour.

Structured physical activity and psychosocial correlates in middle-school girls

Objective. Little is known about the types of physical activity (PA) in which adolescent girls participate. Understanding this, along with examining specific psychosocial correlates of PA, may help guide the development of effective interventions to prevent the decline in PA in female youth. Methods. 2791 sixth grade girls participating in the Trial of Activity for Adolescent Girls from six geographical locations completed surveys assessing participation in sports teams and activity classes/lessons in and out of school, self-efficacy for PA, PA enjoyment, physical education (PE) enjoyment, and perceived school climate for girls' PA (data collection: January–May 2003). Correlates of girls' participation in structured PA and sociodemographic differences were explored. Results. 89.5% of girls participated in structured PA: 39% at school and 86% outside of school. Across race/ethnicity, most reported activities were basketball (44%), cheerleading/dance (41%), and swimming (39%). Controlling for socioeconomic status, geographical location, and race/ethnicity, girls with a higher self-efficacy (OR = 3.44, CI = 1.72–6.92) and higher enjoyment of PE class (OR = 1.97, CI = 1.25–3.120) were more likely to participate in structured PA. PA enjoyment and perceived school climate for girls' PA were not associated with participation in structured PA. Conclusion. Interventions that increase self-efficacy and enjoyment of PE could result in greater participation in structured PA and higher overall PA levels among adolescent girls.

Developmental coordination disorder and reported enjoyment of physical education in children

Children with developmental coordination disorder (DCD) are less likely to enjoy participating in physical education (PE) than children without motor coordination difficulties. However, no studies have attempted to quantify this relationship or examine potentially modifiable mediating variables. Using a large sample ( N = 590) of children (aged 9 to 14), we examine differences in the enjoyment of PE classes between children with DCD and those without using a standardized measure. We also examine whether differences in perceived adequacy towards physical activity, body fat and fitness explain why children with DCD score lower on this scale. Of all these measures, perceived adequacy accounts for the largest proportion of the effect of DCD on enjoyment. Interventions aimed at improving enjoyment of PE for children with DCD should target perceptions of their abilities with regard to physical pursuits.

Motivational climate, achievement goals and metacognitive activity in physical education and exercise involvement in out-of-school settings

Objectives This study examined the relationship between achievement goals, motivation climate, frequency of sport and exercise involvement and students' metacognitive processes in physical education. Design One sample of questionnaire data. Methods Participants were 782 physical education pupils (338 male, 416 female, 28 did not provide gender) of public elementary ( n=182), junior high school ( n=365) and senior high school ( n=235), who completed self-reports of task and ego orientation, motivational climate, metacognition, effort and enjoyment in physical education and sport and exercise behavior in out-of-school settings. Results Both task-orientation and the perception of a mastery environment had a unique contribution in the explanation of students' metacognitive activity. There was also evidence that metacognition has a mediating role between mastery climate and task orientation on the one hand and frequency of sport and exercise involvement on the other. Conclusions These findings underscore the importance of task orientation and mastery climate for the development of metacognition in physical education. Moreover, they underline the necessity of research on the causal relationship between metacognition and sport involvement.

Enjoyment Mediates Effects of a School-Based Physical-Activity Intervention

The study evaluated whether targeted changes in factors influencing enjoyment of physical education (PE), physical activity enjoyment, and self-efficacy beliefs about participating in physical activity mediated the effect of the Lifestyle Education for Activity Program (LEAP) intervention on participation in physical activity. High schools (N=24) paired on enrollment size, racial composition, urban or rural location, and class structure were randomized into control (N=12) or experimental (N=12) groups. Of the 4044 girls enrolled and eligible, 2087 (51.6%) participated in the measurement component of the study. There were 1038 girls in the control group and 1049 girls in the experimental group. LEAP was a comprehensive school-based intervention emphasizing changes in instruction and school environment designed to increase physical activity among black and white adolescent girls. It was organized according to the Coordinated School Health Program and included a PE component with core objectives of promoting enjoyment of PE, physical activity enjoyment, and self-efficacy. Latent variable structural equation modeling indicated that: 1) the intervention had direct, positive effects on physical activity and factors influencing enjoyment of PE, which subsequently explained the effects of increased physical activity enjoyment and self-efficacy on increased physical activity; and 2) an additional, indirect effect of physical activity enjoyment on physical activity operated by an influence on self-efficacy. Increases in enjoyment partially mediated the positive effect of the LEAP intervention. To our knowledge, we have provided the first experimental evidence from a randomized controlled trial linking increased enjoyment with increased physical activity among black and white adolescent girls.

Children's Enjoyment of Physical Education

Children's Enjoyment of Physical Education

A Longitudinal Study of Children’s Enjoyment of Physical Education

One mission of physical education (PE) is the promotion of enjoyable physical activity participation. PE enjoyment of 414 elementary school students (51% male, 77% Caucasian) was examined in a 3-year prospective study. Analyzed using Generalized Estimating Equations, PE enjoyment decreased significantly from the fourth to sixth grade (p &lt; .001) and was lower among girls (p &lt; .001) and students not in organized sports (p &lt; .005). Ethnicity and body mass index were not significant predictors of PE enjoyment. Girls, older children, and those not on sports teams are especially dependent on PE as the setting for accruing health-related physical activity, and strategies are needed to enhance their PE enjoyment.

CORRELATES OF SEDENTARY BEHAVIOR AND BMI IN HISPANIC AND NON-HISPANIC WHITE CHILDREN

Pediatric overweight is a serious health problem in the United States. It is speculated that increasing levels of sedentary behavior may be contributing to this problem. However, few studies have investigated factors that influence sedentary behavior and body mass index (BMI). PURPOSE The purpose of this study was to assess demographic, psychosocial, and environmental correlates of sedentary behavior and BMI in a sample of 192 children. METHODS Ninety-eight Hispanic and 94 White children ranging in ages from 10–13 years (M = 11.2, SD +0.8) participated in this study. BMI was calculated via the quetelet index employing height and weight data. Using CDC and Prevention growth charts, children's overweight and at risk for overweight were defined using age-and sex-specific percentile of body mass index. An instrument adapted from the Amherst Health and Activity Study was used to assess psychosocial and environmental factors (i.e., enjoyment of physical education, social support and neighborhood characteristics) associated with sedentary behavior. Sedentary behavior was assessed by the reported amount of time spent in various behaviors (e.g., watching TV, videos, playing computer games, doing arts/crafts, doing homework, reading, or talking on the phone). RESULTS Ethnic differences in BMI and percentage of body fat were observed; with Hispanic children exhibiting higher BMI and body fat than White children. Girls had higher percentage of body fat than boys, but no gender differences were found on BMI. Findings from the hierarchical linear regression analysis indicate that age and acculturation predicted sedentary behavior; whereas, ethnicity, number of TV's in the household and the enjoyment of physical education predicted BMI. CONCLUSION These findings revealed the importance demographic and psychological factors in predicting sedentary behavior and BMI.

Physical Activity, Perceived Competence and Enjoyment During High School Physical Education

This study aimed to assess the levels of physical activity, perceived competence and enjoyment of English secondary school children. Seventy three students (mean age 13.1 years) from 5 schools took part Physical activity was assessed during Physical Education (PE) lessons using heart rate telemetry. Perceived competence and enjoyment were measured by a post lesson questionnaire. Perceived competence and enjoyment were moderately correlated among boys (p<0.001) and girls (p<0.05). Girls'PE enjoyment was negatively associated with levels of moderate‐to‐vigorous physical activity (MVPA, p<0.05). Team games engaged students in most MVPA (p<0.0001). Boys enjoyed team games more than girls, who in turn most enjoyed individual activities (p<0.0001). Students classified in the low MVPA group reported higher levels of enjoyment than their high MVPA peers (p<0.05). Continued research into the relationship between psychological outcomes and physical activity within PE is necessary to determine teaching approaches that most effectively promote physical activity promotion.

Measuring enjoyment of physical activity in adolescent girls

Background: Enjoyment has been implicated as a determinant of physical activity among youth, but advances in understanding its importance have been limited by the use of measures that were not adequately validated. The present study examined: (1) the factorial validity of the Physical Activity Enjoyment Scale (PACES), and (2) the construct validity of PACES scores. Methods: Adolescent girls (N=1797), who were randomly assigned to calibration ( n=899) and cross-validation ( n=898) samples, completed the PACES and measures of factors influencing enjoyment of physical education, physical activity, and sport involvement. The factorial validity of the PACES and the measure of factors influencing enjoyment of physical education was tested using exploratory and confirmatory factor analysis. The hypothesized relationships among the measures were tested using structural equation modeling. Results: Unidimensional models fit the PACES and the measure of factors influencing enjoyment of physical education in the calibration and cross-validation samples. The hypothesized relationships between the PACES and the measures of factors influencing enjoyment of physical education, physical activity, and sport involvement were supported in the entire sample, were similar in African-American and Caucasian girls, and were independent of physical fitness. Conclusions: Evidence of factorial validity and convergent evidence for construct validity indicate that the PACES is a valid measure of physical activity enjoyment among adolescent girls, suitable for use as a mediator variable in interventions designed to increase physical activity.

MEASURING ENJOYMENT OF PHYSICAL ACTIVITY IN ADOLESCENT GIRLS

Enjoyment has been associated with physical activity in youth, yet previous research has been limited by measurement problems. The present study further examined enjoyment of physical activity in youth by testing the factorial and construct validity of the Physical Activity Enjoyment Scale (PACES). Adolescent girls (N = 1,797), who were randomly assigned to calibration (n = 899) and cross-validation (n = 898) samples, completed the PACES and measures of factors influencing enjoyment of physical education, physical activity, and sport involvement. The factorial validity of the PACES and the measure of factors influencing enjoyment of physical education was tested using EFA and CFA. The hypothesized relationships among the measures were tested using SEM. Unidimensional models fit the PACES and the measure of factors influencing enjoyment of physical education in the calibration and cross-validation samples. Hypothesized relationships between the PACES and the measures of factors influencing enjoyment of physical education, physical activity, and sport involvement were supported in the entire sample. The relationships were similar across black and white girls and independent of physical fitness. In summary, the factorial and construct validity of PACES was supported, and the PACES may be a viable option for measuring enjoyment in adolescent girls. Supported by NIH HL 57775

Childrenís Perceived Competence and Enjoyment in Physical Education and Physical Activity Outside School

This study aimed to examine the relationship of children’s perceived competence in physical education to their enjoyment in the subject, and how boys and girls scoring high and low in enjoyment and perceived competence differed in their levels of physical activity. Year 6 primary school children ( n= 922) completed questionnaires giving their physical activity the previous week, their perceived competence in, and enjoyment of, PE. Employing correlation, multivariate and univariate analysis of variance techniques, the results indicated moderate positive and significant relationships between enjoyment in PE and perceived competence in PE for the whole sample ( r= .39, p&lt; 0.001). Children of high perceived competence participated in significantly more physical activity (quantity and intensity) outside school than those of low perceived competence, but there was no difference in enjoyment levels and quantityof physical activity. The boys scored higher than the girls on time spent on physical activity,on perceived competence and enjoyment. Motivation theory is utilized to examine the relationship of perceived competence and enjoyment in physical education to physical activity outside school.

Predicting participation in noncompulsory physical education: do goal perspectives matter?

The purpose of this study was to examine relationships between personal and situational achievement goals and participation in an optional physical education program, utilising a prospective design. Pupils (N = 123) in their final year of compulsory schooling completed measures assessing goal orientations, perceptions of the motivational climate of their physical education class, perceived competence, and enjoyment of physical education. Those pupils (N = 76) who continued their full-time education at a sixth form college were later surveyed to determine whether they participated in physical education at college. Hierarchical discriminant function analysis showed that discrimination was possible between participants and nonparticipants in college physical education on perceptions of a prevailing mastery climate and enjoyment. Goal orientations, perceptions of a prevailing performance climate, and perceived competence did not contribute reliably to group separation. Participants at college were more likely to perceive a mastery environment and to enjoy lessons more than students who chose not to take part. These findings underscore the importance of promoting mastery-based criteria for success in classes, along with positive emotional reactions, if teachers wish to maximise involvement in noncompulsory physical education.

Perceptions and patterns of physical activity: A comparison of Mohawk/Cayuga and non‐native adolescents

This study examined the relationships between habitual physical activity and self-referent thought among Native and non-Native grade 9 students in Southern Ontario. The Habitual Activity Estimation Scale (HAES) and the Children's Self-perception of Adequacy in and Predilection for Physical Activity (CSAPPA) scale were administered to 74% of eligible native students (13M, 13F) and 87% of eligible non-Native students (65M, 65F). All were attending the same secondary school, adjacent to the Six Nations (Mohawk/Cayuga) reservation. Natives and non-Natives differed (P < .01) with respect to physical activity levels, predilection for physical activity, and enjoyment of physical education, with Native students reporting less physical activity than the non-Native group. There were no significant differences in perceived adequacy between the two groups. Further investigations are needed to determine how far these results can be generalized to less prosperous Native bands in other parts of Canada and the U.S. Nevertheless, it appears that physical educators should develop culturally appropriate interventions to increase physical activity among Native youth, in consultation with Native leadership. Am. J. Hum. Biol. 10:629–635, 1998. © 1998 Wiley-Liss, Inc.

Perceptions and patterns of physical activity: A comparison of Mohawk/Cayuga and non-native adolescents.

This study examined the relationships between habitual physical activity and self-referent thought among Native and non-Native grade 9 students in Southern Ontario. The Habitual Activity Estimation Scale (HAES) and the Children's Self-perception of Adequacy in and Predilection for Physical Activity (CSAPPA) scale were administered to 74% of eligible native students (13M, 13F) and 87% of eligible non-Native students (65M, 65F). All were attending the same secondary school, adjacent to the Six Nations (Mohawk/Cayuga) reservation. Natives and non-Natives differed (P < .01) with respect to physical activity levels, predilection for physical activity, and enjoyment of physical education, with Native students reporting less physical activity than the non-Native group. There were no significant differences in perceived adequacy between the two groups. Further investigations are needed to determine how far these results can be generalized to less prosperous Native bands in other parts of Canada and the U.S. Nevertheless, it appears that physical educators should develop culturally appropriate interventions to increase physical activity among Native youth, in consultation with Native leadership. Am. J. Hum. Biol. 10:629-635, 1998. © 1998 Wiley-Liss, Inc.