Leisure-time Physical Activity Motivation Research Articles

Investigating Differences in Personality Traits, Self-Esteem, Eating Attitudes, and Body Image among Participants in Indoor and Outdoor Fitness Activities.

Physical activity environments influence physical condition, nutrition, individual and social behaviors, and emotional well-being. The aim of the study was to investigate differences in eating attitudes, self-esteem, personality traits, and body image among participants in indoor and outdoor leisure-time fitness programs. Participants included 1747 adults (882 men and 865 women) aged 34 ± 9.2 years, divided into experimental and control groups. All participants completed the Demographic Characteristics Questionnaire, the Eating Attitudes Test 26 (EAT-26), the Self-Esteem Scale (RSES), the Traits Personality Questionnaire 5 (TPQue5), and the Appearance Scales of the Multidimensional Body-Self Relations Questionnaire (MBSRQ-AS). The results revealed statistically significant differences between groups. One-way analysis of variance (ANOVA) revealed noteworthy variations in personality trait scores between the groups (neuroticism, extraversion, and conscientiousness) as well as body image factors (self-esteem and eating attitudes). Two-way ANOVA revealed a significant interaction between gender and participation in different types of exercise. Females had lower self-esteem and body area satisfaction scores but higher eating disorder proneness, neuroticism, appearance evaluation, and overweight preoccupation scores than males. These findings add to the current literature focusing on the psychosocial and behavioral mechanisms associated with physical activity and exercise environments. The findings provide an effective supplement to promote public health-focused fitness programs and leisure-time physical activity motivation strategies.

Examining long-term motivational and behavioral outcomes of two physical activity interventions

Objective To examine possible impacts of two theory-based interventions – “Enhancing quality of life through exercise: A tele-rehabilitation approach (TEQ) and Active Living Lifestyles for individuals with SCI who use Wheelchair (ALLWheel)” – 12–18 months post-intervention on the satisfaction of psychological needs and motivation for leisure-time physical activity (LTPA), LTPA participation, and participation experience. Design A mixed-methods follow-up study. Setting Community. Participants Sixteen TEQ and six ALLWheel participants completed questionnaires and a semi-structured interview, 12–18 months after completing the interventions. Intervention TEQ intervention participants received a weekly LTPA counseling session with a trained kinesiologist through videoconferencing for 8 weeks. ALLWheel participants interacted with a peer mentor who provided LTPA counseling using smartphones for 10 weeks. Outcome Measures The Psychological Need Satisfaction in Exercise, and the Treatment Self-Regulation Questionnaire were used as primary outcome measures. The LTPA barrier self-efficacy scale, the Measure of Experiential Aspects of Participation, and the 7-day LTPA Questionnaire for Adults with SCI were used as secondary outcome measures. A coding framework was created and deductive thematic analyses were used to analyze the qualitative data. Results Medium to large effects were found for autonomous motivation (TEQ), competence (TEQ and ALLWheel), and barrier self-efficacy (TEQ and ALLWheel). LTPA remained higher for the TEQ intervention group compared to the control group at follow-up, while an increase in moderate-to-vigorous LTPA was found in ALLWheel participants. Conclusion Community-based tele-rehabilitation and virtual rehabilitation approaches, informed by theory, may assist adults with SCI in implementing LTPA over the long term.

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

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

Effectiveness of a creative physical education intervention on elementary school students’ leisure-time physical activity motivation and overall physical activity in Finland

This study investigated the effectiveness of a creative physical education (CPE) intervention on students’ perceptions of motivational climate in physical education (PE), leisure-time physical activity (PA) motivation, and overall PA. A sample of 382 fourth to sixth grade students ( Mage= 10.87[.93]) from two elementary schools were assigned to the CPE intervention ( n = 196; Mage= 10.84[.95]) and control ‘PE-as-usual’ ( n = 186; Mage= 10.90[.90]) groups. Students’ perceived task- and ego-supportive climate in PE, leisure-time PA motivation, and overall PA were measured before and after the one-year intervention. Analyses of covariance and path analyses were implemented to test the effectiveness of the intervention. The intervention had a positive effect on students’ perceptions of task-supportive climate in PE ( p < .001) and a negative effect on ego-supportive climate ( p < .001). Students’ perceptions of task-supportive climate had a positive effect on their leisure-time PA motivation ( p < .001), which, in turn, had a positive effect on their overall PA ( p < .001). The results suggest that CPE-based PE may increase students’ perceptions of task-supportive climate in PE, which predicts their later leisure-time PA motivation outside the school context and overall PA.

English

Elementary school physical education can play a prominent role in promoting children’s leisure-time physical activity. The trans-contextual model of motivation has been proven effective in describing the process through which school physical education can affect students’ leisure-time physical activity. This model has been tested in secondary education, but there is no evidence on the applicability of the model in elementary education. In the present study, we assessed the effect of motivation in elementary school physical education on leisure-time physical activity motivation and the related decision-making process. The sample consisted of 241 pupils (Mage = 11.52, SD = .51) recruited from elementary schools in Northern Greece. Participants completed a questionnaire including measures of physical education and leisure-time physical activity motivational regulations, attitudes, subjective norms, perceived behavioral control, and intentions toward leisure-time physical activity. The results of hierarchical regression analyses indicated that motivational regulations in physical education best predicted the respective leisure-time physical activity regulations. In addition, leisure-time physical activity motivational regulations predicted intentions toward physical activity. Multiple mediation analyses indicated that the effect of leisure-time physical activity motivational regulations on intentions was partially mediated by perceived behavioral control. The findings support prior research and demonstrate an important mechanism of how motivation in elementary school physical education can influence leisure-time physical activity. Autonomous motivation in elementary school physical education led to higher students’ intentions toward physical activity outside the school.

The relative roles of physical education teachers and parents in adolescents’ leisure-time physical activity motivation and behavior

Objectives The purpose of this study was to explore the relative contributions of perceived parent and physical education teacher autonomy support, involvement, and modeling to adolescent leisure-time physical activity motivation and behavior within the framework of self-determination theory. Design Cross-sectional survey. Method 161 Middle school students completed a paper survey which assessed the study variables. Results Three sets of models were tested that examined the relationships of autonomy support, involvement, and modeling from mothers, fathers, and physical education teachers to adolescent leisure-time physical activity self-determined motivation and behavior. In the models, each social support variable had a significant, positive, direct relationship to motivation, and a significant, positive, indirect relationship to physical activity behavior mediated by motivation. Further, the relationships between social support from each significant other and motivation were of similar magnitude. Conclusions Mothers and fathers both play modest, yet significant roles in their adolescent’s leisure-time physical activity motivation. Additionally, physical education teachers, although not present in the leisure-time physical activity context, serve an equally important role in supporting adolescents’ leisure-time physical activity. Lastly, adolescent self-determined motivation for leisure-time physical activity is a strong determinant of self-reported leisure-time physical activity behavior.

Self-Determined Motivation in Physical Education and its Links to Motivation for Leisure-Time Physical Activity, Physical Activity, and Well-Being in General

The present study tested a trans-contextual model based on self-determination theory of the relations between motivation in physical education, motivation in leisure-time physical activity, physical activity, and psychological well-being. Participants were 329 Norwegian upper secondary school students (M age = 16.5 yr., SD = 0.7). Students' perceptions of autonomy-supportive teachers in physical education were expected to be positively associated with students' psychological needs satisfaction in physical education, which was expected to be positively related to autonomous motivation for physical education participation. In turn, autonomous motivation for physical education was expected to be positively associated with perceived competence and autonomous motivation for leisure-time physical activity, which both were expected to be positively associated with leisure-time physical activity and psychological well-being in general. Structural equation models and bootstrapping supported the hypotheses and the indirect links between variables. Sex differences indicate that more research is needed on how to motivate girls to be more physically active in leisure time.