Motivation and Intention to Integrate Physical Activity Into Daily School Life

Abstract

Research on the motivation of stakeholders to integrate physical activity into daily school life is limited. The purpose was to examine the motivation of stakeholders to participate in a world record physical activity event and whether motivation was associated with future intention to use activity breaks during the daily school life and future participation in a similar event. After the 2012 JAM (Just-a-Minute) World Record event, 686 adults (591 women; 76.1% participated for children <10 years) completed measures of motivational regulations and future intention to (a) use the activity breaks and (b) participate in the event. High intrinsic motivation and low extrinsic motivation and amotivation for participation in the next event were reported. Hierarchical regression analysis, controlling for age, gender, and occupation, showed that intrinsic forms of motivation positively predicted, whereas amotivation negatively predicted, future intention to participate in the event and use the activity breaks. Multivariate analyses of variance revealed that school-related participants were more intrinsically motivated and intended to use the activity breaks and repeat the event more than those who were not affiliated with a school. Nonschool participants reported higher extrinsic motivation and amotivation than school-related participants.

Keywords

self-determination theory activity breaks school personnel

Get full access to this article

View all access options for this article.

References

Active Living Research. (2013). Do short physical activity breaks in classroom work? Retrieved from http://activelivingresearch.org/do-short-physical-activity-breaks-classrooms-work

Atkinson

E. S.

(2000). An investigation into the relationship between teacher motivation and pupil motivation. Educational Psychology, 20, 45-57.

Bassett

Fitzhurgr

Heath

Erwin

Frederick

Wolff

. . . Stout

A. B.

(2013). Estimated energy expenditures for school-based policies and active living. American Journal of Preventive Medicine, 44, 108-113.

Brickell

T. A.

Chatzisarantis

N. L. D.

(2007). Using self-determination theory to examine the motivational correlates and predictive utility of spontaneous exercise implementation intentions. Psychology of Sport and Exercise, 8, 758-770.

Buckworth

Lee

R. E.

Regan

Schneider

L. K.

DiClemente

C. C.

(2007). Decomposing intrinsic and extrinsic motivation for exercise: Application to stages of motivational readiness. Psychology of Sport and Exercise, 8, 441-461.

Cox

Smith

Williams

(2008). Change in physical education motivation and physical activity behavior during middle school. Journal of Adolescent Health, 43, 506-513.

Donnelly

Greene

Gibson

Smith

Washburn

Sullivan

. . . Williams

S. L.

(2009). Physical activity across the curriculum (PAAC): A randomized controlled trial to promote physical activity and diminish overweight and obesity in elementary school children. Preventive Medicine, 49, 336-341.

Eyal

Roth

(2011). Principals’ leadership and teachers’ motivation: Self-determination theory analysis. Journal of Educational Administration, 49, 256-275.

Fortier

M. S.

Kowal

Lemyre

Orpana

H. M.

(2009). Intentions and actual physical activity behavior change in a community-based sample of middle-aged women: Contributions from the theory of planned behavior and self-determination theory. International Journal of Sport and Exercise Psychology, 7, 46-67.

10.

Gillison

F. B.

Standage

Skevington

S. M.

(2013). The effects of manipulating goal content and autonomy support climate on outcomes of a PE fitness class. Psychology of Sport and Exercise, 14, 342-352.

11.

Grieco

Jowers

Bartholomew

(2009). Physically active academic lessons and time on task: The moderating effect of body mass index. American College of Sports Medicine, 41, 1921-1926.

12.

Guay

Vallerand

R. J.

Blanchard

(2000). On the assessment of state intrinsic and extrinsic motivation: The Situational Motivation Scale (SIMS). Motivation and Emotion, 24, 175-213.

13.

Hagger

M. S.

Chatzisarantis

Culverhouse

Biddle

S. J. H.

(2003). The processes by which perceived autonomy support in physical education promotes leisure-time physical activity intentions and behaviour: A trans-contextual model. Journal of Educational Psychology, 95, 784 795.

14.

Institute of Medicine. (2013). Educating the student body: Taking physical activity and physical education to school. Washington, DC: National Academies Press.

15.

Lavergne

K. J.

Sharp

E. C.

Pelletier

L. G.

Holtby

(2010). The role of perceived government style in the facilitation of self-determined and non self-determined motivation for pro-environmental behavior. Journal of Environmental Psychology, 30, 169-177.

16.

Lim

B. S. C.

Wang

C. K. J.

(2009). Perceived autonomy support, behavioral regulations in physical education and physical activity intention. Psychology of Sport and Exercise, 10, 52-60.

17.

Mahar

M. T.

Murphy

S. K.

Rowe

D. A.

Golden

Shields

A. T.

Raedeke

T. D.

(2006). Effects of a classroom-based program on physical activity and on-task behavior. Medicine & Science in Sports & Exercise, 38, 2086-2094.

18.

Moustaka

F. C.

Vlachopoulos

S. P.

Kabitsis

Theodorakis

(2012). Effects of an autonomy-supportive exercise instructing style on exercise motivation, psychological well-being and exercise attendance in middle age women. Journal of Physical Activity & Health, 9, 138-150.

19.

Radel

Sarrazin

Legrain

Wild

T. C.

(2010). Social contagion of motivation between teacher and student: Analyzing underlying processes. Journal of Educational Psychology, 102, 577-587.

20.

Reed

Einstein

Hahn

Hooker

Gross

Kravitz

(2010). Examining the impact of integrating physical activity on fluid intelligence and academic performance in an elementary school setting: A preliminary investigation. Journal of Physical Activity & Health, 7, 343-351.

21.

Rhodes

R. E.

Macdonald

H. M.

McKay

H. A.

(2006). Predicting physical activity intention and behavior among children in a longitudinal sample. Social Science & Medicine, 62, 3146-3156.

22.

Robert Wood Johnson Foundation Center to Prevent Childhood Obesity. (2012). Jammin’ minute. Retrieved from http://www.rwjf.org/en/research-publications/find-rwjf-research/2012/05/the-robert-wood-johnson-foundation-center-to-prevent-childhood-o/jammin—minute.html

23.

Roth

Assor

Kanat-Maymon

Kaplan

(2007). Autonomous motivation for teaching: How self-determined teaching may lead to self-determined learning. Journal of Educational Psychology, 99, 761-774.

24.

Ryan

R. M.

Connell

J. P.

(1989). Perceived locus of causality and internalization: examining reasons for acting in two domains. Journal of Personality and Social Psychology, 57, 749-761.

25.

Ryan

R. M.

Deci

E. L.

(2002). An overview of self-determination theory: An organismic-dialectical perspective. In Deci

E. L.

Ryan

R. M.

(Eds.), Handbook of self-determination research (pp. 3-33). Rochester, NY: University of Rochester Press.

26.

Silva

M. N.

Markland

Carraca

E. V.

Vieira

P. N.

Coutinho

S. R.

Minderico

C. S.

. . . Teixeira

P. J.

(2011). Exercise autonomous motivation predicts 3-yr weight loss in women. Medicine & Science in Sports & Exercise, 43, 728-737.

27.

Y. L.

Reeve

(2011). A meta-analysis of the effectiveness of intervention programs designed to support autonomy. Educational Psychology Review, 23, 159-188.

28.

Troiano

Berrigan

Dodd

Masse

Tilert

McDowell

(2008). Physical activity in the U.S. measured by accelerometer. Medicine & Science in Sports & Exercise, 40, 181-188.

29.

Vallerand

R. J.

(1997). Toward a hierarchical model of intrinsic and extrinsic motivation. In Zanna

M. P.

(Ed.), Advances in experimental social psychology (Vol. 29, pp. 271-360). San Diego, CA: Academic Press.

30.

Vansteenkiste

Niemiec

C. P.

Soenens

(2010). The development of the five mini-theories of self-determination theory: An historical overview, emerging trends, and future directions. In Urdan

T. C.

Karabenick

S. A.

(Eds.), The decade ahead: Theoretical perspectives on motivation and achievement: Vol. 16. Advances in motivation and achievement (pp. 105-165). Bingley, England: Emerald Group.

31.

Vazou

Gavrilou

Mamalaki

Papanastasiou

Sioumala

(2012). Does integrating physical activity in the elementary school classroom influence academic motivation? International Journal of Sport and Exercise Psychology, 10, 251-263.

32.

Weinstein

Ryan

R. M.

(2010). When helping helps: Autonomous motivation for prosocial behavior and its influence on well-being for the helper and recipient. Journal of Personality and Social Psychology, 98, 222-244.

33.

Wild

T. C.

Enzle

M. E.

(2002). Social contagion of motivational orientations. In Deci

E. L.

Ryan

R. M.

(Eds.), Handbook of self-determination research (pp. 141-157). New York, NY: University of Rochester Press.

34.

Wild

T. C.

Enzle

M. E.

Nix

Deci

E. L.

(1997). Perceiving others as intrinsically or extrinsically motivated: Effects of expectancy formation and task engagement. Personality and Social Psychology Bulletin, 23, 837-848.

35.

Williams

G. C.

Niemiec

C. P.

Patrick

Ryan

R. M.

Deci

E. L.

(2009). The importance of supporting autonomy and perceived competence in facilitating long-term tobacco abstinence. Annals of Behavioral Medicine, 37, 315-324.