Effectiveness of a creative physical education intervention on elementary school students' leisure-time physical activity motivation and overall physical activity in Finland. (August 2019)

• Record Type: Journal Article
• Authors: Kokkonen, Juha; Yli-Piipari, Sami; Kokkonen, Marja; Quay, John
• Is Part Of: European physical education review. Volume 25:Number 3(2019)
• Page Start: 796
• Page End: 815
• Publication Date: 2019-08
• Subjects: Child-centered approach -- motivational climate -- school physical education -- model-based practice; Physical education and training -- Europe -- Periodicals; 613.7
• DOI: 10.1177/1356336X18775009
• Languages: English
• ISSNs: 1356-336X

Abstract

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.