Division of Kinesiology, Health, and Sport Studies, Wayne State University, Detroit, Michigan, USA.
Br J Educ Psychol. 2014 Mar;84(Pt 1):40-57. doi: 10.1111/bjep.12004. Epub 2012 Oct 16.
Experience in non-school contexts can shape and reshape students' motivation and mediate their learning in school. Outside-school physical activity may provide students with an extensive cognitive and affective foundation and influence their motivation in physical education. Although a trans-contextual effect of physical education has been explored, very little empirical research has examined the impact from outside-school context to physical education.
Using self-determination theory and a hierarchical model of motivation, this study was designed to examine the association between participation in organized outside-school physical activity programmes and self-determination process in physical education.
Participants included 545 9th graders (305 males and 240 females, age range = 14-16 years, mean age = 14.66 years) enrolled in required physical education classes in three suburban high schools in a large Midwest metropolitan area in the United States.
Self-determination variables were measured using relevant instruments, and information on organized outside-school physical activity experiences was gathered in a survey. Structural equation modelling analyses were conducted.
Students who participated in organized outside-school physical activity programmes displayed overall higher motivation; however, the strength of associations among the self-determination variables (i.e., pathways from perceived autonomy support to relatedness, from autonomy to competence, and from self-determined motivation to in-class physical activity engagement) was stronger for their non-participant counterparts.
There are dynamic relationships between participation in organized outside-school physical activity programmes and self-determination process in physical education. Physical educators need to identify, appreciate, and instructionally address individual students' differences during teaching and learning.
非学校环境中的经验可以塑造和重塑学生的动机，并调节他们在学校的学习。校外体育活动可以为学生提供广泛的认知和情感基础，并影响他们在体育教育中的动机。尽管已经探讨了体育教育的跨情境效应，但很少有实证研究考察校外环境对体育教育的影响。
本研究运用自我决定理论和动机的层次模型，旨在检验参与有组织的校外体育活动计划与体育教育中的自我决定过程之间的关联。
参与者包括来自美国中西部大都市地区三所郊区高中的 545 名 9 年级学生（305 名男生和 240 名女生，年龄范围为 14-16 岁，平均年龄为 14.66 岁），他们参加了必修的体育课。
使用相关工具测量自我决定变量，并在一项调查中收集有关有组织的校外体育活动经历的信息。进行了结构方程模型分析。
参与有组织的校外体育活动计划的学生表现出整体更高的动机；然而，自我决定变量之间的关联强度（即，从感知自主性支持到关联性、从自主性到能力感、从自我决定动机到课堂体育活动参与的路径）对于非参与者来说更强。
参与有组织的校外体育活动计划与体育教育中的自我决定过程之间存在动态关系。体育教育者在教学过程中需要识别、欣赏和从教学上解决个体学生之间的差异。
