Motivation In Physical Education Research Articles

Achievement Goals and Motivation in Physical Education: A Correlational Study

The majority of the respondents in this study are female. The results indicate a high presence of achievement goals in Physical Education, particularly in terms of Physical Competency, as evidenced by an overall mean score of 3.39. Additionally, the survey reveals a high implementation of the Benefits of Movement, with an overall mean rating of 3.39. Respondents also demonstrate a high level of motivation in Building a Community of Movement, reflected in a mean rating equivalent to 3.39. Furthermore, the results suggest that respondents are highly motivated to improve their physical competency in Physical Education, with an overall mean score of 3.37. The responses yield an overall mean of 3.38, indicating a high level of motivation for activities related to movement. the study findings show no significant difference in the level of motivation in Physical Education concerning Physical Competence, Benefits of Movement, and Building Community of Movements. The significance values (0.065, 0.420, and 0.345, respectively) are all greater than the predetermined significance level of 0.05. Data analysis also reveals that there is no significant difference in the assessment of motivation in Physical Education in terms of Physical Competence, Benefits of Movement, and Building Community, as indicated by the attained significance values of 0.619, 0.551, and 0.661, respectively.

Pedagogical conditions of motivation of students of agricultural institutions of higher education to physical education

The article deals with the problem of formation of motivation for physical education in students of agricultural institutions of higher education. The trend of recent years towards a decrease in the level of health and physical activity and overwhelming socialization towards a passive way of life has been noted. The essence of the concept of "pedagogical conditions" is specified in the context of the conducted research. The article identifies and substantiates the pedagogical conditions for forming the motivation of students of higher agricultural educational institutions to engage in physical education in modern living conditions, which lays the foundation for a future active life, helps to form habits and the need for regular physical activity. Pedagogical conditions for the formation of the motivation of students of higher agricultural educational institutions to engage in physical education include the following: the use of a personally oriented approach to the organization and conduct of physical education classes, the development of students' need for independent physical education and sports, the expansion of the scope of physical education activities of students due to active . involvement in classes in sports sections, formation of a positive attitude towards physical exercises, inculcation of interest in sports, introduction into teaching practice of methods and means of activating students for health-recreational physical activity, ensuring a close relationship between physical education and professional orientation of students' personalities, targeting the stimulation of active physical activity of students according to various incentives, establishment of productive and trusting relationships between the student and the teacher.

Influence of sports and health volleyball on students’ health strengthening

One of the main tasks of the departments of physical education of higher educational institutions of Ukraine is to strengthen and preserve the health of students during their studies, the formation of physical education and health competencies. One of the main tasks is to develop interest and positive motivation for physical education during training and for independent physical exercise. [1,3]. Health is the totality of a person’s physical, spiritual, social qualities, which are the basis of their longevity and a necessary condition for the implementation of their creative plans, a condition for high efficiency, creating a strong family, giving birth, and raising children, the basis for a good mood, well-being, vigor, self-confidence, etc. [4]. According to scientists, physical health is the natural state of the body, resulting from the normal functioning of all its organs and systems; this is the perfection of self-regulation in the body, the harmony of the physiological process, maximum adaptation, this is the state of growth and development of organs and systems of the body, which form the basis of morphological and functional reserves that provide adaptive reactions. Physical health is determined by such factors as individual characteristics in anatomical physique, physiological function of the body in various conditions of rest, movement, environment, genetic heredity, level of physical development of organs and body systems [3, 2]. The physical state of health integrates the human body as a biological system and organs and life support systems, their functions and health status, physical activity and biochemical processes, hygiene, motor performance, healthy nutrition, genetic and reproductive health, disease prevention. The most important indicators of a person’s physical health are physical development, physical performance, physical fitness, and physical activity [4]. There are a few studies, including WHO studies, stating that human health depends 20% on heredity, 10% on the level of development of medicine, 20% on ecology and 50% on lifestyle [3]. Other sources claim that human health depends on genetics by 15-20%, on the quality of the healthcare system in the country by 10-15%, on the degree of environmental pollution by 20-25%, on social conditions and lifestyle by 50- 55% [1].

MOTIVATION OF ELEMENTARY SCHOOL STUDENTS FOR PHYSICAL EDUCATION IN THEIR FREE TIME

The aim of this research was to examine whether and to what extent the socio-pedagogical characteristics of upper elementary school students contribute to their level of motivation for physical education in their free time. The defined sociopedagogical characteristics of students include gender, the grade they are in, school performance, and students' involvement in extracurricular sports activities. The population consists of students from the "Branko Copić" Elementary School in Prnjavor (Republica Srpska, Bosnia and Herzegovina). The sample comprises a total of 133 students, including 45 (33.80%) fifth-grade students, 42 (31.60%) seventhgrade students, and 46 (34.60%) ninth-grade students. To achieve this, a quantitative research approach was carried out. The defined research objectives represent fundamental components of the problem and the subject of the study. In the research, a self-created five-point Likert scale: "Students' Attitudes towards Physical Education in Their Free Time" was applied to assess the students' motivation for physical education in their free time. The reliability analysis yielded a satisfactory level of reliability with α=0.92. Using the survey questionnaire "Student Survey," information about the socio-pedagogical characteristics of the respondents was obtained, as well as how students spend their free time and the time intervals they have available for leisure activities during the day. The results indicate that the motivation of elementary school students for physical education is weak. A mild level of motivation for physical education is observed only in very good students.

The Adaptation of Physical Education Motivation Scale into Turkish: A Validity and Reliability Study

Beden eğitimi ve spor etkinliklerine katılımda motivasyonun önemli bir faktör olduğu ve özellikle de çocuk ve gençlerin bu faaliyetlere katımın sağlamasında önemli bir rol oynadığı söylenebilir. Motivasyonel faktörler hem bireyi bir yöne doğru harekete geçirmekte hem de kişilerin bir eylemden uzaklaşmasına neden olabilmektedir. Bundan dolayı bir durum üzerinde etkili olabilecek motivasyonel faktörlerin belirlenmesi ve bu doğrultuda gerektiğinde çeşitli önlemlerin alınması ve olumsuz durumların ortadan kaldırılması önem arz etmektedir. Öyle ki beden eğitimi ve spor faaliyetlerinde de etkinliğe katılmak ya da etkinlikten uzaklaşmak motivasyonel faktörler ile açıklanabilmektedir. Ayrıca motivasyonel faktörlerin etkisinin belirgin bir şekilde ortaya çıktığı derslerden biri de beden eğitimi ve spor dersidir. Diğer yandan değişen yaşam standartlarından dolayı özellikle de günümüzde çocuk ve gençler hareketsiz bir yaşama sürüklenmekte ve zamanlarının önemli bir bölümünü bu şekilde geçirmektedir. Fiziksel aktivite ve sportif faaliyetlere katılımın temelini oluşturan beden eğitimi ve spor derslerinin öğrencilerin bu alışkanlıklarını sürdürmesinde etkili olduğu söylenebilir. Bu durumdan dolayı öğrencilerin beden eğitimi ve spor dersine yönelik motivasyonlarının belirlenmesinin önem taşıdığı düşünülmektedir. Beden Eğitimi Motivasyon Ölçeği Türkçe versiyonunun psikometrik özelliklerinin incelendiği bu çalışmaya; ortaokul ve lisede öğrenim gören 1232 (629 kız, 603 erkek) öğrenci katılmıştır. Sulz vd. (2016) tarafından geliştirilen Beden Eğitimi Motivasyon Ölçeği, 9 madde ve üç faktörden oluşmakta ve tüm maddeler 5’li Likert tipinde puanlanmaktadır. Ölçeğin faktör yapısını test etmek amacıyla doğrulayıcı faktör analizi, faktörler arasındaki ilişkileri belirlemek amacıyla da Pearson korelasyon testi kullanılmıştır. Ölçeğin güvenirliği için ise faktörlere ait Cronbach Alpha iç tutarlık katsayıları hesaplanmıştır. Beden Eğitimi Motivasyon Ölçeği’nin yapı geçerliğine kanıt sağlamak amacıyla benzer ölçek geçerliği kapsamında Beden Eğitimi Motivasyon Ölçeği ve Beden Eğitimi Yatkınlık Ölçeği faktörleri arasında korelasyon katsayıları hesaplanmıştır. Sonuçlar, Türkçeye uyarlanmış ölçeğin 9 madde ve üç faktörden (İçsel Motivasyon, Dışsal Motivasyon ve Motivasyonsuzluk) oluştuğunu göstermiştir. Ölçeğin geçerliğine kanıt sağlamak amacıyla yapılan korelasyon analizi sonuçları, Beden Eğitimi Motivasyon Ölçeği faktörleri arasında pozitif (içsel motivasyon-dışsal motivasyon) ve negatif yönde (motivasyonsuzluk-içsel motivasyon, dışsal motivasyon), yapı geçerliğine kanıt sağlamak amacıyla yapılan korelasyon analizi sonucunda ise Beden Eğitimi Motivasyon Ölçeği ve Beden Eğitimi Yatkınlık Ölçeği faktörleri arasında pozitif (içsel motivasyon, dışsal motivasyon-tutum, öz-yeterlik) ve negatif yönde (motivasyonsuzluk-tutum, öz-yeterlik) anlamlı ilişkiler olduğunu göstermektedir. Ayrıca, elde edilen güvenirlik katsayısı değerleri de ölçeğin güvenilir bir ölçme aracı olduğunu göstermektedir. Kısa bir ölçme aracı olan Beden Eğitimi Motivasyon Ölçeği, öğrencilerin beden eğitimi dersine yönelik motivasyonlarının ortaya konulması noktasında araştırmacılara olanak sağlayacaktır. Yapılan analizler sonucunda Beden Eğitimi Motivasyon Ölçeği’nin ortaokul ve lise öğrencileri için kullanılabilecek geçerli ve güvenilir bir ölçme aracı olduğu tespit edilmiştir.

Autonomy Support and Motivation in Physical Education: A Comparison of Teacher and Student Perspectives

The aim in this study was to identify predictors of teachers’ and students’ motivation and autonomy support in physical education. Ninety-four physical education teachers (26 female, 68 male) and 2127 students (1093 boys, 1026 girls, and 8 no gender specified) from 56 (42 public, 14 private) high schools all voluntarily participated in the study. The students' perceived autonomy support, the intrinsic motivation for physical education and teachers' perceptions of their own autonomy support in lessons and their motivations to teach were assessed. Pearson correlation analysis showed no relationship between teachers’ perceptions of autonomy support and the students’ perceptions of autonomy support. Regression analysis showed that a) the students' perceptions of autonomy support were positive predictors of the students’ intrinsic motivations, b) the assessment support sub-dimension of autonomy support was positive predictor of teachers’ intrinsic motivations to teach in physical education. Given these findings, it becomes critical that PE teachers learn about the value of autonomy support and how to provide it during pre-service and in-service teacher education.

Using Technology to Understand Students’ Optimal Challenges and Promote Intrinsic Motivation in Physical Education

Youth are inactive in today’s world. Integrating autonomy, competence, and relatedness into Physical Education objectives to provide optimally challenging tasks for students may be an effective approach to making them love physical activity. Optimal challenge, or the challenge level of the task matches the student’s competence, can provide them with the greatest sense of competence, satisfaction, and/or pleasure. It presents one adaptive intrinsic goal of motivation in Self-Determination Theory. Participation in optimally challenging situations can give students a sense of mastery, enhance their conceptions of competence, and lead to enjoyment, thus, increasing intrinsic motivation. The purpose of this article is to encourage physical educators to introduce opportunities for students to experience optimal challenges and, thereby, offer students the chance to feel the rewards of being self-regulated and intrinsically motivated. This article shares one tool, miMove, that many teachers have used successfully throughout virtual teaching to engage students in more physical activity. Physical educators could use this mobile APP to better understand how students perceive their own learning and integrate student choice and learner-centered pedagogical strategies. Consequently, it offers students opportunities to explore their own understanding of content, introduces autonomy, and stimulates students’ ability to connect to content authentically.

МОТИВАЦІЯ СТУДЕНТІВ ДО ЗАНЯТЬ З ФІЗИЧНОГО ВИХОВАННЯ ЯК ПСИХОЛОГО-ПЕДАГОГІЧНА ПРОБЛЕМА

The article analyzes the psychological and pedagogical aspects of students' motivation for physical education classes. It was determined that in modern psychological and pedagogical literature there are significant differences regarding the definition of the concepts «motive» and «motivation». It was found out that the concept of «motive» includes needs, motivation, interest, passion, inclination, desire. Motives are relatively stable personal characteristics of a person. Motives can be ideals of the individual, his beliefs, social guidelines, value orientations. It is noted that the effectiveness of the organization of the educational process in physical education is possible provided that the main motivational motives that determine the student's activity and, as a result, the process of forming his motivation for motor activity are taken into account. The main factor influencing students' motivation to study is the acquisition of knowledge, skills and abilities. Emphasis is placed on the fact that it is possible to interest a student in physical education through purposeful influence on individual motives and on the motivational sphere as a whole. One of the most important tasks in the formation of motivation for physical education is the development of achievement motivation. Based on the analysis of the pedagogical literature, it was concluded that the formation of motivation depends on the content, methods, organizational forms and material possibilities of conducting the educational process in a higher educational institution. The main pedagogical conditions that will contribute to the effective formation and increase of students' motivation to engage in physical education are defined: acquiring knowledge about preserving, maintaining and strengthening health, creating a positive attitude towards the formation of the need for a healthy lifestyle; differentiation of physical education. It is emphasized that supporting educational motivation will allow students to consciously master knowledge, develop skills and abilities; to develop a positive attitude towards the process of physical education, to systematically engage in physical and recreational and sports exercises during educational and extracurricular activities. Key words: motivе, motivation, interest, рhysical еducation physical education of students.

The Role of the Type of Sport in the Effects of the Jigsaw Method on Students’ Motivation and Moderate to Vigorous Physical Activity in Physical Education

Purpose: Jigsaw is a popular cooperative method, but its effect on students’ motivation in physical education (PE) remains uncertain. The purpose of this study was to estimate this Jigsaw effect and to explore whether the type of sport taught in PE modified this effect. Method: Overall, 136 middle-school students participated in two PE sequences in Jigsaw or control conditions, one in gymnastics and one in racket sports. These two types of sports were selected because they are frequently taught in PE and for their opposing characteristics. Students’ motivation was estimated during the third and sixth lessons of each sequence with a subjective measure, that is, situational interest; moderate to vigorous physical activity was added as an objective measure related to motivation. Results: Compared to control conditions, Jigsaw progressively enhanced moderate to vigorous physical activity and the novelty dimension of situational interest in gymnastics, whereas it undermined moderate to vigorous physical activity and the challenge dimension of situational interest in rackets. Discussion: We discuss the decisive role of the type of sport according to their characteristics when implementing Jigsaw.

The article highlights the peculiarities of finding ways to form motivation for physical education taking into account future professional activity

An important component in increasing the effectiveness of the physical education process in the conditions of martial law is the motivation of students to engage in vocationally oriented physical education. Taking into account the motivational features of students is a priority direction when correcting existing programs on physical education for higher agricultural institutions. The scientific novelty of the study is determined by the fact that the professional activity of agricultural industry specialists can be successful if they not only have the relevant competencies, but also psychological and physical preparedness to perform professional tasks. Agricultural institutions of higher education train specialists by profession; the vast majority of the performance of professional duties by these specialists has its own specificity in the aspect of motor activity, type and intensity of physical exertion. Therefore, the need to move away from the traditional teaching of physical education to the specifics of motivation, according to which the educational process is carried out, becomes obvious. However, in recent years, the peculiarities of the motivation for physical education of students of agricultural institutions of higher education are caused by a number of contradictions, in particular, between: society's need for healthy, physically developed and stress-resistant specialists in the agricultural industry and the inadequate level of their professional and applied physical training and motivation to improve it, and the possibilities of new approaches to physical education, the development of a set of pedagogical conditions that will contribute to the motivation of students of agricultural institutions of higher education to physical education.

Use of innovative approaches in physical education of students

The purpose of the work: to reveal the peculiarities of the use of innovative approaches during physical education classes in the conditions of distance learning. Methodology: theoretical research methods were used, in particular, analysis and generalization of methodological, psychological-pedagogical and educational-methodical literature, which made it possible to study modern innovations that are used in physical education classes in institutions of higher education in the conditions. Scientific novelty: it has been proven that the use of innovative approaches in physical education classes during distance learning has a positive effect on the motor activity of students, and the methods used in physical education classes, which require the student to perform practical work directly (techniques of sports games, cyclic types of sports, etc.), motivate students to perform physical exercises and are effective in distance learning. Conclusions: thus, as a result of the analysis of literary sources and the practical experience of specialists in the field of physical culture and sports, it was found that the use of innovative approaches during online physical education classes have a positive effect on the motor activity of students and motivation for physical education. The scientific article presents the modern characteristics and experience of using innovative educational technologies in the physical education of students. The organizational and methodological features of the use of interactive learning methods for the formation of students' knowledge of the discipline "Physical Education" in higher education institutions are revealed. It was determined that during combined training, it is effective to use and implement modern forms of organizing motor activity outside classroom time, i.e., various sports master classes, physical culture and health quests, trainings, challenges, flash mobs, marathons, battle fests for students of various specialties taking into account the requirements of the future profession.

Association between Motivation in Physical Education and Positive Body Image: Mediating and Moderating Effects of Physical Activity Habits.

Concerns about body image might prevent adolescents from participating in physical education (PE) classes and physical activities during leisure-time. In this cross-sectional study, we assessed the relationships between teacher support of autonomy, student motivations for PE, and positive body image, in a sample of Lithuanian adolescents. A total of 715 adolescents (51.89% girls) participated in the study. Ages ranged from 14 to 18 years, with a mean age of 16.00 (SD = 0.79) for girls and 15.99 (SD = 0.75) for boys. The questionnaire consisted of demographic questions, the Learning Climate Questionnaire, the Revised Perceived Locus of Causality in Physical Education Questionnaire, the Body Appreciation Scale-2, the Self-Report Habit Index for Physical Activity (PA), perceived physical fitness (PPF), and Godin Leisure-Time Exercise Questionnaire. The results showed that teacher support for students' autonomy was associated with higher positive body image. In adolescent girls, autonomous motivation for PE was the mediator between teacher support of autonomy and positive body image. The associations between self-determined motivation in PE and positive body image were mediated by PPF on one hand, and through PA habits and PPF on the other hand of the structural equation model (in girls). PA habits moderated associations between PE motivation and PPF. Associations between PE motivation and PPF were stronger in girls with the lowest PA habits compared to girls with mean PA habits. These results suggest that PE classes are important for promoting students' positive body images. PE teachers are advised to use pedagogical strategies that promote the self-determined motivation of students for PE. Increased self-determined motivation for physical education might be an effective strategy for physical self-perception and positive body image promotion in adolescent girls, especially those with low PA habits.

Evaluation of competency and job satisfaction by positive human psychology among physical education teachers at the university level: A systematic review.

The study aimed to determine how a teacher's competency at the university level related to professional commitment and job satisfaction. This systematic review intends to determine physical education teachers' competency and job satisfaction. One of the main objectives of physical education programs is to increase various activities of the student, especially physical activities and participation in it. Students who participate in physical activities feel a variety of emotions, and these may enhance their mental and physical well-being. The study concerns the teachers' satisfaction in effectively influencing and teaching the students. Job satisfaction refers to teachers' feelings and positive attitudes toward their work. The five components of job satisfaction are pay, promotion, supervision, co-workers, and work itself. Job satisfaction is broken down into these five components. Work as a teacher is one of the most important components of a teacher's or teacher's success at work and one of the key criteria for the school's achievement. Electronic libraries were explored, including Google Scholar, PubMed, Embase, Bing Academic, and Cochrane. Appropriate keywords were used for searching the literature. By applying certain inclusion and exclusion criteria, the final studies were selected for evaluation. The study's findings showed that physical education instructors had high levels of teaching competence and moderate levels of job satisfaction. The findings demonstrated that job satisfaction and competency rise when degree levels rise, and relatedness, skill, and autonomy self-motivation ensue. Students' motivation for physical education was greatly influenced by the teachers' support, motivation, and mastery climate. The self-determination theory positively enhances physical education from the teacher's perspective on PE, increasing instruction effectiveness.

PEDAGOGICAL CONTROL AND ITS SIGNIFICANCE IN CONTROLLING SPEED-POWER MOVEMENTS IN STUDENT WEIGHTLIFTERS

The article reveals the importance of pedagogical control in the management of speed-power movements in student weightlifters. It is assumed that the effectiveness of technical techniques should be evaluated based on the registration of a limited number of basic biomechanical characteristics of movement. Applying a system of internal reference points for an athlete, in combination with hardware techniques, it is possible to develop a control technique acceptable for use at all stages of training athletes for important competitions.
 The selection of rational pedagogical influences and their reduction into an algorithmized methodology, the use of a system of urgent information on the effectiveness of exercises will contribute to a targeted change in movement skills, which will speed up the training process of weightlifters and improve the system for evaluating their achievements. When building a specific methodology, the development of the structure and content of algorithmized pedagogical influences acquires great importance. This may indicate an unformed need for physical exercise. Which, in turn, indicates a low level of motivation for physical education. Currently, one of the urgent problems is the effective organization of physical education classes for young people in universities. The main component for the successful implementation of any activity, including physical culture and sports, is motivation. Taking into account psychological factors that contribute to the perception and adequate processing of information, the use of the features of the formation of "meaningful", "target", "operational" attitudes will help speed up the learning process. And the selection of auxiliary exercises, determination of their sequence, will contribute to consolidation of rational motor skills.

MODERATING EFFECT OF PHYSICAL EDUCATION MOTIVATION ON THE RELATIONSHIP BETWEEN POSITIVE EXPERIENCES AT SCHOOL AND PHYSICAL EDUCATION SELF-EFFICACY OF HIGH SCHOOL STUDENTS

The purpose of this study was to determine the moderating effect of Physical Education motivation on the relationship between positive experiences at school and PE self-efficacy of high school students. Utilizing quantitative, non-experimental design via correlational technique, data were obtained from 300 Grade levels 11 and 12 students of the 3 public secondary schools in Jose Abad Santos 2, Davao Occidental, Region XI. The researcher utilized stratified random sampling and an online survey mode of data collection. The researcher also utilized the statistical tools: mean, Pearson r and moderation analysis. From the results of the study, it was found that there is a very high level of positive experiences at school, high levels of PE self-efficacy in high school students and physical education motivation. Furthermore, there is a significant relationship between positive experiences at school and the PE self-efficacy of high school students. Also, there is a significant relationship between physical education motivation and PE self-efficacy of high school students, and a significant relationship between physical education motivation and positive experiences at school. Moreover, there is no moderation in the effect of physical education motivation on the relationship between positive experiences at school and PE self-efficacy of high school students.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0597/a.php" alt="Hit counter" /></p>

Development and evaluation of the perceived variety-support in physical education scale (PVSPES)

ABSTRACT The provision of variety has been posited to influence motivation in physical education. Therefore, the aim of this 3-phase study was to design and evaluate a brief scale to assess ratings of variety-support in physical education. In Phase 1, 20 experts were invited to review the developed items of the Perceived Variety-Support in Physical Education (PVSPE) scale. In Phase 2, factorial validity of item responses was assessed in a sample of adolescents aged 12–14 years (n = 265). In Phase 3, test-retest reliability was determined over a one-week period (n = 100). A one-factor model resulted in “good” fit to the data (χ2(21) = 43.265, p < 0.001, CFI = 0.968, TLI = 0.952, RMSEA = 0.089; factor loading estimates showed that indicators were highly related to the factor (range: 0.60 to 0.93); and ICC was 0.98, 95% CI [0.97 to 0.98]. Our results provide initial evidence for the validity, measurement invariance, and test-retest reliability of scores derived from the VSPE scale for use with adolescents.

Formation of motivation of students of higher education to engage in physical culture and sports based on quest programs

One of the essential ways of intensification of motor activity is the involvement of young people in various forms of physical culture, health and sports activities. We consider quest-programs as an increase in motivation for physical culture, sports and health-related activities among applicants.&#x0D; Research hypothesis: It is assumed that the process of forming the motivation of students to engage in physical education will be more effective with purposeful and systematic use of quest programs in the content of education.&#x0D; The purpose of the research is to find out the specifics of motivation in physical education and sports classes and to determine the role of using quest programs. The results: In our research, quest programs are considered as one of the ways to increase the motivational component of students in physical education classes. Quest programs provide the applicant with opportunities for self-determination, development of creative thinking, emotional perception of the content of education. Using this form of education, students learn to be aware of themselves as individuals and members of society, develop healthy lifestyle skills. We claim that the complex of quest programs implemented in the educational process is one of the effective ways of forming motivation for physical education. It contributes to the development of sports and cognitive interest of students, improves emotional and psychological mood during physical education classes. In this regard, there is an impact on the cognitive activity of the students, promotion of communicative interaction between them, and as a result, we can talk about increasing motivation for sports activities.&#x0D; The conclusions:&#x0D; &#x0D; The use of quests activates the search activity of applicants, encourages the practical application of theoretical knowledge, abilities and skills, the development of intellectual, creative and organizational&#x0D; When raising motivation for physical education, various methods of organizing physical education classes are used, but the effect in generating interest is not always significant. In this regard, it is necessary to use active and interactive learning methods, one of which is a quest.&#x0D; During the quest, it becomes possible to successfully combine the study of the necessary information with the practical use of sports skills and the formation of the appropriate motivation for physical&#x0D;

Uncovering the Role of Mindfulness in Autonomous Motivation across Physical Education and Leisure Time: Extending the Trans-Contextual Model.

Mindfulness is assumed to foster the ability to consistently act in line with one’s authentic self; a skill which has been found to enhance students’ autonomous motivated behavior in the educational context. However, evidence regarding how mindfulness can be integrated into existing conceptual frameworks such as the trans-contextual model is scarce. Therefore, the present study aimed to evaluate the role of mindfulness in students’ autonomous motivation in the school and leisure time contexts. Overall, N = 1877 students (M = 14.74 years, SD = 2.63) indicated their self-reported mindfulness, their perceived need for support in physical education, their autonomous motivation during physical education and leisure time, as well as their perceived behavioral control, attitude, subjective norm, and intention toward physical activity. Physical activity was additionally measured physiologically for n = 240 students using accelerometers. Path model analyses revealed that the inclusion of mindfulness substantially improved the trans-contextual model fit. Perceived autonomy support positively predicted mindfulness, which, in turn, predicted autonomous motivation in physical education and leisure time, attitude, subjective norm, and perceived behavioral control. Furthermore, mediation analyses revealed the significant indirect effects of mindfulness on physiological and self-reported physical activity. Based on these results, mindfulness can be considered a key factor in fostering students’ motivation to become physically active.

The effect of teaching style on affective and cognitive motivation in physical education

The theory of accomplishment-generating motivation only adopts a social cognitive method to research behavior and motivation in sports education settings, illuminating how achievement goal theory is useful for anticipating and explaining beliefs, reactions, and behaviors in achievement settings. This study aimed to investigate how different teaching approaches teacher-centered and student-centered affected the emotional and cognitive motivational responses of students during physical education classes. Using several Mosston and Ashworth teaching methods, including command style, reciprocal style, and guided exploration style, four teachers instructed 92 students. To evaluate teaching style, the Ames coding system was employed. In this inquiry, a strategy of mixed methods was used. By adjusting the work design, authority, recognition, grouping, assessment, and class time structure, the video data was evaluated. The hard disk software enables the recording of audio and video recordings as well as the real-time analysis of information acquired from course observations in physical education. An ANOVA analysis with the Bonferroni correction method was carried out to prevent Type 1 errors, and it produced an alpha level of 0.002 as a result. The command style, reciprocal style, and guided style all performed significantly differently, according to the Tukey test, in terms of total mastery and teaching style effectiveness. According to the findings, guided and reciprocal discovery styles were more effective than command approaches in terms of student mastery, less focused teacher behavior, and cognitive and emotional responses.

Associations between Perceived Teacher Autonomy Support, Self-Determined Motivation, Physical Activity Habits and Non-Participation in Physical Education in a Sample of Lithuanian Adolescents.

In this cross-sectional study, we tested the associations between teacher autonomy support, self-determined motivation for physical education (PE), physical activity habits and non-participation in physical education in a sample of adolescents. A total of 715 adolescents (of whom 371 (51.89%) were girls) participated. The ages ranged from 14 to 18 years, with mean ages of 16.00 (SD = 0.79) for girls and 15.99 (SD = 0.75) for boys. The study questionnaire consisted of demographic questions and the Learning Climate Questionnaire, Revised Perceived Locus of Causality in Physical Education Questionnaire, Behavioural Regulation in Exercise Questionnaire 2, Self-Report Habit Index for Physical Activity, Godin Leisure-Time Exercise Questionnaire, Rosenberg Self-Esteem Scale, perceived physical fitness and frequency of non-participation in PE classes. The results showed that perceived teacher autonomy support was directly positively associated with physical activity habits and negatively with non-participation in physical education classes. Autonomous motivation for PE was a mediator between perceived teacher autonomy support and physical activity habits, meaning that higher autonomous motivation was related to higher physical activity habits. Motivation for PE was also a mediator between teacher autonomy support and non-participation in PE. Higher autonomous motivation for PE was associated with less frequent non-participation in PE classes. The findings can inform PE teachers’ practice by showing that supporting students’ autonomy and strengthening their self-determined motivation can facilitate increased participation in PE classes and the formation of students’ physical activity habits.