Guardado en:
| Autor principal: | |
|---|---|
| Formato: | Artículo científico |
| Lenguaje: | en |
| Publicado: |
Editorial Ramón Cantó Alcaraz
2016
|
| Materias: | |
| Acceso en línea: | https://www.redalyc.org/articulo.oa?id=71043216003 https://www.redalyc.org/journal/710/71043216003/ https://www.redalyc.org/journal/710/71043216003/html/ https://www.redalyc.org/journal/710/71043216003/71043216003.epub https://www.redalyc.org/journal/710/71043216003/movil |
| Etiquetas: |
Agregar Etiqueta
Sin Etiquetas, Sea el primero en etiquetar este registro!
|
| _version_ | 1866567574840410112 |
|---|---|
| author | Marc Lochbaum |
| author_facet | Marc Lochbaum |
| contents | Perceived Autonomy-Support Instruction and Student Outcomes in Physical Education and Leisure-Time: A Meta-Analytic Review of Correlates Marc Lochbaum Javan Jean-Noel Multidisciplinarias (Ciencias Sociales) Self Instruction quantitative review Determination Theory (SDT) physical education teachers Physical inactivity is a global concern. Physical educators have direct access to children. Researchers have investigated the benefits of student perceived physical education (PE) autonomy-supportive instruction in PE and leisure-time (LT). Hence, a fixed-effect meta-analysis was conducted to gain an understanding of the direct effects of perceived PE autonomy-supportive instruction on a number of student outcomes. In total, 39 correlation based studies totaling 23,554 participants were analyzed with mean weighted correlation (rw) as the analyzed effect size. Nearly all effect sizes were statistically significant (p < .01). Effect sizes in PE ranged in meaningfulness from large to small across the PE categories of basic needs, emotions, motivational processes and behaviors, physical activity self-esteem, physical activity motivation, and general self-esteem/ concept. For LT, effect sizes were mostly medium to small across the basics needs, motivation processes, and physical activity categories. Thus, though student perceived PE teacher autonomy-support instruction was meaningfully related to basics needs, higher level motivational processes (i.e. intrinsic motivation), and positive emotions in PE and LT, the relationships were small in meaningfulness with regards to physical activity. Future research must elucidate how perceived PE teacher autonomy-support instruction may directly improve children’s physical activity to combat the global inactivity epidemic. 2016 artículo científico 1885-3137 https://www.redalyc.org/articulo.oa?id=71043216003 https://www.redalyc.org/journal/710/71043216003/ https://www.redalyc.org/journal/710/71043216003/html/ https://www.redalyc.org/journal/710/71043216003/71043216003.epub https://www.redalyc.org/journal/710/71043216003/movil en http://www.redalyc.org/revista.oa?id=710 RICYDE. Revista Internacional de Ciencias del Deporte application/pdf Editorial Ramón Cantó Alcaraz RICYDE. Revista Internacional de Ciencias del Deporte (España) Num.43 Vol.XII |
| format | Artículo científico |
| id | redalyc_71043216003 |
| language | en |
| publishDate | 2016 |
| publisher | Editorial Ramón Cantó Alcaraz |
| spellingShingle | Perceived Autonomy-Support Instruction and Student Outcomes in Physical Education and Leisure-Time: A Meta-Analytic Review of Correlates Marc Lochbaum Multidisciplinarias (Ciencias Sociales) Self Instruction quantitative review Determination Theory (SDT) physical education teachers Perceived Autonomy-Support Instruction and Student Outcomes in Physical Education and Leisure-Time: A Meta-Analytic Review of Correlates Marc Lochbaum Javan Jean-Noel Multidisciplinarias (Ciencias Sociales) Self Instruction quantitative review Determination Theory (SDT) physical education teachers Physical inactivity is a global concern. Physical educators have direct access to children. Researchers have investigated the benefits of student perceived physical education (PE) autonomy-supportive instruction in PE and leisure-time (LT). Hence, a fixed-effect meta-analysis was conducted to gain an understanding of the direct effects of perceived PE autonomy-supportive instruction on a number of student outcomes. In total, 39 correlation based studies totaling 23,554 participants were analyzed with mean weighted correlation (rw) as the analyzed effect size. Nearly all effect sizes were statistically significant (p < .01). Effect sizes in PE ranged in meaningfulness from large to small across the PE categories of basic needs, emotions, motivational processes and behaviors, physical activity self-esteem, physical activity motivation, and general self-esteem/ concept. For LT, effect sizes were mostly medium to small across the basics needs, motivation processes, and physical activity categories. Thus, though student perceived PE teacher autonomy-support instruction was meaningfully related to basics needs, higher level motivational processes (i.e. intrinsic motivation), and positive emotions in PE and LT, the relationships were small in meaningfulness with regards to physical activity. Future research must elucidate how perceived PE teacher autonomy-support instruction may directly improve children’s physical activity to combat the global inactivity epidemic. 2016 artículo científico 1885-3137 https://www.redalyc.org/articulo.oa?id=71043216003 https://www.redalyc.org/journal/710/71043216003/ https://www.redalyc.org/journal/710/71043216003/html/ https://www.redalyc.org/journal/710/71043216003/71043216003.epub https://www.redalyc.org/journal/710/71043216003/movil en http://www.redalyc.org/revista.oa?id=710 RICYDE. Revista Internacional de Ciencias del Deporte application/pdf Editorial Ramón Cantó Alcaraz RICYDE. Revista Internacional de Ciencias del Deporte (España) Num.43 Vol.XII |
| title | Perceived Autonomy-Support Instruction and Student Outcomes in Physical Education and Leisure-Time: A Meta-Analytic Review of Correlates |
| topic | Multidisciplinarias (Ciencias Sociales) Self Instruction quantitative review Determination Theory (SDT) physical education teachers |
| url | https://www.redalyc.org/articulo.oa?id=71043216003 https://www.redalyc.org/journal/710/71043216003/ https://www.redalyc.org/journal/710/71043216003/html/ https://www.redalyc.org/journal/710/71043216003/71043216003.epub https://www.redalyc.org/journal/710/71043216003/movil |