Physical Education Questionnaire Research Articles

Associations of physical activity and physical education enjoyment with self-concept domains among Hungarian adolescents

BackgroundSport enjoyment is one of the most important factors in physical activity (PA) and physical education (PE) domains. It is not only beneficial for regular participation but also has a positive effect on mental health. Due to these benefits, this study aims to understand the relationships between PA, two forms of enjoyment, and the dimension of self-concept.MethodsThe sample consisted of 315 students (Mage=12.63). The Self-Description Questionnaire-I was used to measure the domains of self-concept. Enjoyment was measured with two scales. The Physical Activity Enjoyment Scale reflects extracurricular PA enjoyment, and the Factors Influencing Enjoyment of Physical Education Questionnaire reflects school PE enjoyment. The International Physical Activity Questionnaire was used to assess vigorous, moderate, and walking types of extracurricular PA enjoyment.ResultsHierarchical multivariate regression analysis revealed that vigorous PA predicted physical ability (β = 0.19) and physical appearance (β = 0.15). PA enjoyment was a significant predictor of general self-concept (β = 0.29), physical ability (β = 0.28), physical appearance (β = 0.16), peer relation (β = 0.16), and parental relations (β = 0.14). PE enjoyment significantly predicted general school (β = 0.17), physical ability (β = 0.27), peer relations (β = 0.21) and parental relations (β = 0.22). Furthermore, boys scored at a higher level on most of self-concept domains.ConclusionsThe present study suggested that enjoyment plays a more important role in self-concept than PA. PE enjoyment mainly strengthens boys’ self-concept, but PA enjoyment is an important predictor of general self-concept in both genders. It is concluded that extracurricular PA enjoyment is beneficial, but increasing enjoyment of physical education could increase girls’ self-concepts as well.

Health-based physical education in an elementary school: effects on physical self-concept, motivation, fitness and physical activity

ABSTRACT Background Promoting and developing health in Physical Education should not be limited to seeking to meet recommendations for physical activity and to increase motor competence or physical fitness, but should provide students with the motivation, confidence and knowledge required for them to be active for life. The Health-based Physical Education model (HbPE) is one of the most interesting models for health development. It takes a holistic perspective of health that is compatible with the salutogenic approach, where promoting and appreciating an active life is a core element (Haerens et al. 2011). Purpose The aim of this study was to examine the effects of a Health-based Physical Education programme on health-related factors (physical fitness and moderate-to-vigorous physical activity), emotional well-being (self-esteem and physical self-concept), and motivational factors (intention to be physically active and the degree of self-determination during practice). Methods A quasi-experimental design with pre- and post-test measures was applied to a sample composed of 131 schoolchildren aged 10 to 12 years (M = 10.87 ± 0.69) belonging to six randomly assigned class groups: three to the experimental group (n = 67) and three to the control group (n = 64). The experimental group participated in an intervention programme based on the HbPE model linked to a set of strategies to promote commitment, motivation and participation, while the control group completed a traditional programme for physical fitness improvement. As measures, we used Polar® HR monitors, the ALPHA-Fitness battery, the Motivation in Physical Education Questionnaire in Primary Education, the Intention to Be Physically Active Scale and the Pictorial Scale of Physical Self-Concept for Younger Children. Findings The experimental group showed higher levels of moderate-to-vigorous physical activity and a significant increase in physical fitness, including a reduction in BMI. Moreover, this group presented improvements in socio-emotional self-esteem, intrinsic motivation and the intention to be physically active. Nevertheless, against our hypothesis, quantitative analyses indicated no differences in physical self-concept. Conclusion These results support the use of HbPE as a model for designing and implementing health-promoting programmes that are compatible with a salutogenic approach. Apart from increasing physical activity and improving physical fitness, such programmes would provide knowledge and attitudes to foster practice beyond school.

Development and Validation of the Teacher Motivation in Physical Education Questionnaire

Purpose: Grounded in the expectancy-value theory framework, the purpose of this study was to develop and identify the psychometric properties of the Teaching Motivation in Physical Education Questionnaire. Methods: The process included testing content validity with experts (n = 16), construct validity and measurement invariance using factor analysis, and convergent validity using structural equation modeling (SEM) in two physical education teacher samples (n = 373; n = 400). Results: Factor analysis identified a 17-item questionnaire measuring teachers’ expectancy, value, and cost beliefs. Measurement invariance testing revealed equivalence between male and female as well as primary and secondary physical education teachers. Correlational and structural equation modeling analyses showed the adaptive nature of expectancy and subjective task value beliefs along with the maladaptive nature of cost beliefs. Discussion/Conclusion: The Teaching Motivation in Physical Education Questionnaire provides a theoretically grounded approach to investigate physical education teachers’ motivation toward curriculum and instruction.

Physical Education Access in U.S. Public Schools: A Multistate, Multiregion Study

Purpose: Our purpose was to gather and evaluate accurate, up-to-date information on physical education (PE) policy implementation across multiple U.S. states and regions. Methods: A U.S. Physical Education and Physical Activity Policy questionnaire was developed and completed by 4,845 public-school PE teachers from 25 U.S. states. The U.S. Physical Education and Physical Activity Policy assessed PE quantity (days per week and minutes per week), class sizes by grade level, and practices that limit PE access. Descriptive statistics and correlations of PE minutes per week with class size were calculated in aggregate and individually by state. Results: Aggregate PE quantities in elementary, middle school, high school, and for students with disabilities were well below the recommendations (150 min/week elementary and 225 min/week secondary) and varied between states. Average students/class varied by state, and significant positive correlations between weekly PE minutes and students/PE class were observed. Discussion: PE access is limited across the United States, and stronger commitment to PE policy and policy implementation is needed.

A59: The Influence of Chinese Junior Middle School Students' Expectancy-Value on Their Attitude Towards Physical Education Class

Purpose: Physical education is an important way to improve the sports skills and physical health level of Chinese junior middle school students, help students master sports health knowledge, and cultivate students' sports behavior. It is of great significance to improve the teaching quality of physical education class and solve the practical problem that students like physical education but don't enjoy having physical education class by improving students' expectancy-value of physical education class and correcting students' attitude toward PE (physical education) class. Therefore, to explore the differences between the expectancy-value and attitude of different types of students participating in physical education class, and to clarify the impact of the expectancy-value of different types of students on their attitude toward PE class, can provide a reference for the classified optimization of the expectancy-value and attitude of junior high school students in physical education. Methods: A questionnaire was collected from 2809 Chinese junior middle school students, with an average age of 13.37 years. Among them, 1397 boys and 1412 girls; There are 1010 students in urban schools and 1799 students in rural schools. The contents of the survey include students' age, gender, grade, school type (urban or rural) and other demographic variables, as well as students' expectancy-value and attitude towards PE. The expected value was measured by the Expectancy Value Questionnaire, which includes two dimensions: expectancy beliefs for success and perceived task values (attainment value, intrinsic/interest value, utility value). The construct validity of the questionnaire exceeds 0.90. The attitude toward PE class was measured by the Attitude toward Physical Education Questionnaire for Middle School Students, which includes two dimensions: affective component (α=. 89) and cognitive component (α= .86). Using SPSS 25.0 software, using ANOVA, correlation analysis and regression analysis and other statistical analysis methods, this paper analyzes the differences and effects of different types of junior high school students' expectancy-value on their attitude towards PE class, as well as the moderating effects of demographic variables. Results: (1) The total score of expectancy-value (F=82.45, p < 0.001), total score of attitude toward PE class (F=93.43, p < 0.001) and scores of each dimension of junior middle school boys were significantly higher than those of girls; (2) The scores of rural students' expectancy beliefs for success (F=4.84, p < 0.05), perceived task values (F=7.01, p < 0.01), and affective component of attitude toward PE class (F=5.05, p < 0.05) were significantly higher than those of urban students; (3) There are significant differences in the total score of the expectancy-value (F=8.24, p < 0.001), the score of the expectancy beliefs for success (F=13.74, p < 0.001), the score of the perceived task values (F=8.35, p < 0.001), the total score of the attitude towards PE class (F=5.64, p < 0.01), and the score of the affective component (F=8.04, p <0.001) of the students in Grade one, Grade two, and Grade three. (4) The expectancy-value of physical education of junior high school students can significantly predict their attitudes towards PE class, which is mainly reflected in the predictive effect of perceived task values on the affective component and cognitive component of attitude toward PE class and are moderated by school type (B=0.11, p < 0.01) and grade (B=0.09, p < 0.05). Conclusion: (1) The expectancy-value and attitude toward PE class of junior middle school boys are better than that of girls, the expectancy-value and attitude toward PE class of rural school students are better than those of urban school students, and the expectancy-value and attitude toward PE class of students in grade three are better than those in grade one and grade two; (2) The perceived task values of junior high school students has a predictive effect on the affective and cognitive component of the attitude towards PE class, and are positively moderated by the school type and grade.

THE SELF-EFFICACY OF TEACHERS IN THE PROCESS OF INCLUSION IN PHYSICAL EDUCATION CLASSES

One of the more important preconditions for successful inclusion is the teachers’ high level of self-efficacy. Therefore, the aim of this pilot study was to determine the self-efficacy of physical education teachers in the process of inclusion of children with physical disabilities, intellectual disabilities, and visual impairment. The study was carried out on a sample of 38 physical education teachers, aged 50.89 ± 10.56 years, working in elementary schools on the territory of the city of Niš. To evaluate self-efficacy, the Serbian version of the Situational-specific Self-efficacy and Inclusion Students with Disabilities in Physical Education questionnaire was used. The results indicated that physical education teachers have moderate levels of self-efficacy (3.70). Based on types of disability, the greatest degree of self-efficacy was noted for intellectual disability (3.77), followed by physical disability (3.71), and visual impairment (3.60). The results of the Friedman test showed that the obtained differences were not statistically significant (p= 0.76). The results of the Mann-Whitney U-test showed that gender (p=0.189) and teaching experience (p=0.970) do not lead to statistically significant differences in the self-efficacy of physical education teachers. This pilot study represents a foundation for future studies, which would include a greater number of respondents. In addition, it is necessary to study other factors which can impact self-efficacy, such as direct teaching experience involving children with disabilities, private acquaintance with children with disabilities, the level of academic education in the field of adaptive physical exercise, and attendance of additional workshops.

Reliability and validity of the Chinese version of the achievement emotions questionnaire for physical education in university students

BackgroundAchievement emotions have a significant impact on both the learning process and outcomes. However, there is currently no brief and effective questionnaire available to evaluate Chinese university students' achievement emotions in physical education courses. This study aimed to examine the reliability and validity of the Achievement Emotions for Physical Education Questionnaire (AEQ-PE) in a sample of Chinese university students, while also investigating its measurement invariance across gender and grade levels.MethodsA cluster randomization sampling method was used to select 694 first- and second-year university students in Shanghai, China for the survey. Descriptive statistics, item analysis, reliability testing, and measurement invariance testing were conducted on the full sample (n = 694). Subsequently, the full sample was randomly divided into two groups, with Sample 1 (n = 347) undergoing exploratory factor analysis (EFA), and Sample 2 (n = 347) undergoing confirmatory factor analysis (CFA) to test the structural validity, convergent validity, and discriminant validity of the Chinese version of the Achievement Emotions Questionnaire for Physical Education (AEQ-PE-C). Finally, Sample 3 (n = 45), which was retested one month later, was used to evaluate test–retest reliability.ResultsThe Chinese version of the Achievement Emotions Questionnaire for Physical Education consists of 6 dimensions and 24 items, with good item discrimination. The EFA supported a 6-factor structure model, while the CFA demonstrated good model fit indices (χ2/df = 3.086, CFI = 0.928, TLI = 0.916, RMSEA = 0.078) and good convergent and discriminant validity. The questionnaire exhibits high internal consistency reliability (0.794) and excellent test–retest reliability (0.792). Furthermore, the multi-group analysis confirms that the AEQ-PE-C questionnaire has measurement invariance across gender and grade levels.ConclusionThe Chinese version of the Achievement Emotions Questionnaire for Physical Education has good reliability and validity, as well as measurement invariance across gender and grade levels, making it an effective tool for measuring achievement emotions in physical education among Chinese university students.

The importance of individual interest and school engagement to the advancement of physical culture promotion in schools of higher education

Purpose. Promoting physical culture on campus is highly important as it provides an avenue for the students to develop and strengthen their bodies and circumvent fatal diseases and illnesses brought by the present living conditions. However, this can only be translated by taking into priority the individual interest of students toward Physical education and their school engagement. Published scholarly works have accentuated that situational interest that can trigger individual interest, which can result in students’ higher engagement reports. However, little is known about individual interest’s impact alone on students’ engagement. In this regard, this novel study is highly focused on assessing the relationship and direct influence of individual interest, along with its three factors, on school engagement.
 Materials and Methods. In order to gather all of the data that was required for this study, an online survey that was constructed with Google forms was utilized. This study has made use of two instruments. First, the newly developed and validated Individual Interest in Physical Education Questionnaire, which is a 14-item multidimensional questionnaire that measures students' individual interest based on three factors, namely: positive affect and willingness to reengage (PAWR), stored utility value (SUV), and stored attainment value and knowledge-seeking intentions (SAVKSI) was utilized. Lastly, the Utrecht Work Engagement Scale for Students (UWES-9S), a 9-item questionnaire that measures the overall school engagement of students. The data was analyzed using the Spearman Rho's (rs) test and Multiple Regression to look for an association and causal effect of students' individual interest in school engagement. This study incorporates the directional significance of each individual interest's three dimensions (PAWR, SUV, and SAVKSI) in a multiple regression analysis of its impact on students' engagement in school.
 Conclusions. After obtaining data from 11,378 undergraduate students [(NMale = 6683(58.7%), NFemale = 4695(41.3%)] from various higher education institutions in the Philippines, it was discovered that individual interest along with its three factors has a significant association and direct impact on school engagement. Based on the aforementioned findings, proposals for physical education teachers and future research undertakings are a result of this investigation to effectively translate physical culture to campuses improving students’ overall wellbeing.

A Circumplex Approach to (de)motivating Styles in Physical Education: Situations-In-School–Physical Education Questionnaire in Spanish Students, Pre-Service, and In-Service Teachers

ABSTRACT Building upon self-determination theory and the circumplex approach, the objective of this study was to adapt the Situations-in-School–Physical Education (SIS–PE) questionnaire and to gather validity and reliability evidence in the Spanish PE context. Three samples of 1441 students (46.43% girls), 473 in-service teachers (35.73% women), and 654 pre-service teachers (50.31% women) participated. Multidimensional scaling analyses indicated that (de)motivating styles (autonomy support, structure, control, and chaos) were graphically depicted by a two-dimensional circular structure differing into need-supportiveness (horizontal axis) and teacher directiveness (vertical axis). Eight specific approaches (two per stye) were additionally identified (participative, attuning, guiding, clarifying, demanding, domineering, abandoning, and awaiting) drawing an ordered pattern of correlations. Bifactor exploratory structural equation modeling additionally supported four overarching styles and eight specific approaches. Reliability and external validity were met in the three samples. The Spanish versions of the SIS-PE questionnaire are valid and reliable measures to assess students’, in-service, and pre-service teachers’ perceptions of (de)motivating styles.

Attitudes towards Peers with Disabilities among Schoolchildren in Physical Education Classes

All children, including those living with disabilities, have the right to be provided with Inclusive Education (IE) together with appropriate support in scholarly settings. A key factor for educational inclusion is peers' attitudes towards disabilities, which impact disabled students' social participation and learning. Physical Education (PE) classes represent an opportunity for students with disabilities to get psychological, social, health, and educational benefits. This study aimed to assess Spanish students' attitudes regarding their peers with disabilities during PE lessons and to explore possible differences between gender, school location, and age group. The sample consisted of 1437 students from public schools in Extremadura (Spain) from the primary and secondary stages. Participants completed the Attitude towards Students with Disabilities in Physical Education (EAADEF-EP) Questionnaire. The Mann-Whitney U test was carried out to establish differences in scores according to sex, school location, age group, and correlations between age and item scores using the Spearman's Rho test. The results displayed significant differences in the total and item scores considering sex and centre location, with good reliability values (Cronbach's alpha = 0.86). The EAADEF-EP Questionnaire has proven to be a quick, easy, and inexpensive tool to assess attitudes. Girls and participants whose school was in a rural setting had better attitudes towards inclusion. This study's results highlight the importance of carrying out educational actions and programs to improve students' attitudes towards their peers with disabilities considering the influences of the studied variables.

The Nexus between individual interest and school engagement in bolstering Physical Culture for a habitual healthy régime: a case of a state university

Background and Study Aim. A worldwide consensus exists that students' levels of interest strongly predict and trigger their engagement in various activities, particularly those that promote physical culture. Academic works in the field of Physical Education have demonstrated that students can be extremely engaged when they are exposed to situations that pique their interest. However, the relationship and influence of students’ individual interests on their engagement in school have not yet been documented further. Hence, conducting an investigation should be performed.
 Materials and Methods. The current research endeavors to identify any discernible gender differences in students' individual interests and school engagement levels. In addition, the initiative intends to use an analysis of the relationship between individual interest and school engagement as a foundation for promoting a healthy and active campus community. Undergraduate students in their 1st- and 2nd-year who are enrolled in Physical Education 1 and Physical Education 3 courses during the 1st Semester of the Academic year 2022-2023 are the participants in the study. Participants were selected via Purposive and Convenience Sampling Techniques. The data for this study was collected through a Google forms-based online survey. Additionally, the published English version of the Students’ Individual Interest in Physical Education questionnaire and the Utrecht Work Engagement Scale for Students (UWES-9S) were adopted to gather data from the respondents. In order to examine the difference between individual interest and school engagement according to gender, Independent Samples T-Test was performed. Spearman Rho’s and Multiple Regression Analysis examined the relationship between the two variables.
 Results. After obtaining data from 1072 university students [(Nmale = 456(42.5%), Nfemale = 616(57.5%)], it was found that no significant variance was observed concerning individual interest and school engagement based on gender. Additionally, a positive and significant association was observed between individual interest and school engagement. Lastly, it was also found that individual interest, alongside its three factors, predicts school engagement.
 Conclusions. Based on the findings, it can be concluded that students’ individual interests have a direct and beneficial influence on their level of school engagement. This investigation was conducted to fully communicate physical culture to students in order to improve their overall well-being. Based on the findings, recommendations for the future research direction and physical education teachers have been produced as a result of this investigation.

Assesment of Entreprenuership Awareness in Health Education among Physical and Health Education Lecturers in Tertiary Institutions of Bauchi State

This study asses the entrepreneurship awareness in physical and health education among physical and health education lecturers in tertiary institutions of Bauchi state. The population of this study comprised fifty (50) physical and health education lecturers in tertiary institutions in Bauchi state. Purposive sampling technique was to select only tertiary institutions with physical snd health education departments (Aminu Saleh college of education Azare, Adamu Tafawa Balewa college of education Kangere and the college of health technology Nengi). The availability of sampling technique was use to select fifty (50) respondents from purposively selected tertiary institutions with physical and health education departments as the sample size of the study. The descriptive design of the survey type was adopted for this study. The self-developed questionnaire named” assessment of the awareness of entrepreneurship in physical and health education Questionnaire (AAPHQ) was used to collect data for the study. The instruments were validated by three experts in physical and health education field. A reliability of 0.70 was obtained using the split half method from ten (10) physical and health education lecturers in Saadatu Rimi college of education, Kano sate, and the data collected was subjected to a statistical test using spearman brown’s prophecy formula Frequency count and percentage were used to describe the demographic characteristics of the respondents. Chi-square was used to test the hypothesis at a 0.05 alpha level. The result of the study indicated that lecturers in tertiary institutions in Bauchi state do not have entrepreneurship awareness in health education. It was recommended that entrepreneurship should be incorporated into the department of physical and health education curriculum to prepare the students with entrepreneurship skills in physical and health education.

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.

Effective Learning Environments in Physical Education

Background. Physical education (PE) has been acknowledged as important by scholars all across the world. As a result, they have been looking for techniques to improve PE teaching and learning. There are various ways that may be used to improve PE teaching and learning. The most effective way identified in the research, however, is the classroom management approach. Furthermore, because the learning atmosphere in the classroom is inappropriate, PE teachers have been unable to regulate the class and handle students’ discipline problems.
 Study purpose. As a result, the goal of this study is to explore the impact of classroom management practices on the learning environment.
 Materials and methods. The Classroom Management Methods questionnaire and the Self-Evaluation of Teaching Effectiveness in PE questionnaire were used to collect data from 359 instructors in a high school in Indonesia.
 Results. The findings demonstrated that preventative and corrective techniques have a considerable impact on the learning environment. Meanwhile, the supporting approach has no discernible effect on the learning environment. These findings can help school administrators, such as the principal and PE teacher, choose suitable classroom management strategies to deal with misconduct.
 Conclusions. As a result, improving and sustaining a good learning environment in high schools also supports the teaching and learning process, hence increasing students’ learning efficiency.

Confidence and motivation to teach primary physical education: A survey of specialist primary physical education pre-service teachers in Australia

IntroductionThis study explored confidence and motivation to teach physical education of pre-service teachers specialising in primary school physical education.MethodsParticipants were 277 pre-service teachers with a mean age of 21.37 years (SD = 3.09) enrolled in a Bachelor of Education (P-12) who were specialising in primary physical education (P-6). Pre-service teachers completed the Confidence and Motivation to Teach Primary Physical Education Questionnaire (CMTPPEQ), which measures confidence (management and planning and implementation) and intrinsic, extrinsic, and amotivated types of motivation (knowledge, performance, practice, professional expectations, student outcomes, and disengagement) toward teaching primary school physical education.ResultsPre-service teachers reported higher confidence in implementation and higher motivation in practice and performance, with very low disengagement. Pre-service teachers in first-year were significantly less confident in both management and planning and implementation than other year levels (p < 0.05). Pre-service teachers with less training and experience (completed no units in physical education or who had taught less than one hour of physical education on teaching rounds) were significantly less confident in both management and planning and implementation (p < 0.05). Pre-service teachers reported higher intrinsic motivation for practice and extrinsic motivation for performance, with males reporting significantly higher extrinsic motivation in professional expectations than females (p < 0.05).DiscussionThe study has highlighted the confidence of pre-service primary physical education specialist teachers in implementing physical education, but lower confidence in management and planning. A practical implication from the findings is the importance of training and experience in developing confidence and motivation, even for those specialising in physical education.

TARGETing secondary school students’ motivation towards physical education: The role of student-perceived mastery climate teaching strategies

The aim of the present study was to explore the impact of TARGET-based teaching strategies on students' motivation in a Dutch secondary school PE context. We examined to what extent mastery climate teaching strategies perceived by students (independently or interactively) explain variability in students' motivation towards PE. In total 3,150 students (48.2% girls; 51.8% boys) with a mean age of 13.91 years (SD = 1.40) completed the Behavioural Regulations in Physical Education Questionnaire (BRPEQ), measuring students' autonomous motivation, controlled motivation and amotivation, and the Mastery Teaching Perception Questionnaire (MTP-Q), measuring student-perceived application of mastery TARGET teaching strategies. Hierarchical regression analyses indicated that after controlling for gender, age, and educational type, the predictive effects of the perceived mastery climate teaching strategies differed by motivational outcome. Overall, students who reported higher levels of perceived application of mastery TARGET teaching strategies showed more autonomous motivation and less amotivation. Specifically, the teaching strategies within the task structure were the strongest predictors for students' autonomous motivation and amotivation. No meaningful statistically significant two-way interaction effects between any of the TARGET variables were found, supporting the proposition of an additive relationship between the TARGET teaching strategies.

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.

Factors Influencing Undergraduate Students’ Decision to Migrate to Social Network Sites as Part of their Studies

Previous research has shown that university students’ decision to use social networks for academic reasons is influenced by several factors. However, until today there is no validated instrument measuring the factors that influence undergraduates to migrate to online networks for educational purposes. The aim of this study was to propose and validate the Push–Pull–Mooring - Physical Education (PPM-PE) questionnaire and examine possible factors that contribute to students’ decisions for social network use. Participants were 302 Physical Education (PE) students from a Greek Faculty of PE and Sport Science. Data analysis with exploratory factor analysis identified a three-factor structure that measured undergraduates’ use of social networks for academic learning purposes. Multivariate analyses of covariance indicated that gender had a significant effect on students’ social networking patterns, while device access did not. Age and hours spent online significantly contributed to the above differences. Findings are discussed in relation to the PPM framework and the idiosyncrasies of online instruction within PE university contexts.

An Examination of University Students’ Attitudes Toward Physical Education and Their Sport and Physical Activity Preferences

The purpose of this study was to examine factors that form university students’ attitudes toward physical education (ATPE), the preference of their physical activities (PA), and correlation features among all related factors that form their ATPE. Participants were 1,386 university students from six universities in China. An Adapted Attitudes Toward Physical Education and Physical Activity Preferences Questionnaire was employed in data collection. Data analyses included a 2 × 2 × 2 MANOVA and correlation analysis. The results revealed the ATPE mean-scores ranking (e.g., No. 1 “keep physically fit and strong” and No. 2 “good posture and sturdy body”). Significant differences exist in ATPE mean scores between genders with males scoring higher than females and between majors with natural science scoring higher than social science. The PA preferences ranking of the students was team sports, weight lifting, individual sports, aerobic exercise, dual-game sports, and martial arts. Relationships between ATPE and PA in the university students were exposed and analyzed. The reasons behind these findings were discussed.

Development and Initial Validation of the Confidence and Motivation to Teach Primary Physical Education Questionnaire

This research describes the development and psychometric evaluation of the Confidence and Motivation to Teach Primary Physical Education Questionnaire (CMTPPEQ). Phase 1 involved questionnaire development and quantitative analysis of reliability and use of exploratory factor analysis (EFA) to examine factor structure and validity with 161 pre-service teachers. The EFA revealed two confidence factors and five motivation factors. All factors displayed adequate internal consistency and acceptable test-retest reliability for the confidence factors and three motivation factors. In Phase 2, the measure was further evaluated and factor structure refined using confirmatory factor analysis (CFA), with 211 pre-service and 107 in-service teachers. The two-factor confidence structure of Management and Planning and Implementation was confirmed with acceptable levels of fit. Structural changes made to the motivation structure resulted in six factors: Knowledge, Practice, Introjected Performance, Professional Expectations, Student Outcomes, and Disengagement. All factors demonstrated adequate internal consistency.