Soos Istvan, Dizmatsek Ibolya, Ling Jonathan, Ojelabi Adedokun, Simonek Jaromir, Boros-Balint Iulianna, Szabo Peter, Szabo Attila, Hamar Pal
Department of Pedagogy and Methodology, University of Physical Education, Budapest, Hungary.
University of Physical Education, Budapest, Hungary.
Eur J Psychol. 2019 Sep 27;15(3):509-530. doi: 10.5964/ejop.v15i3.1735. eCollection 2019 Sep.
Physical education focuses on the development of sports skills as well as fitness for health. In Central European countries there has been a shift in these focuses since the fall of Communism to follow internationally-recognised health-related physical activity recommendations, similar to Western European countries. In this study we investigated the extent to which motivation from school physical education transfers to leisure-time physical activity providing autonomy support by three social agents: school (physical education teachers), family and peers. Our study utilised the Aetological Approach (AA), Ecological Model (EM) and the Trans-Contextual Model (TCM) that consists of the Theory of Planned Behaviour (TPB) and the Self-Determination Theory (SDT) to explore how autonomous motivation is transferred between contexts (physical education, leisure-time and current behaviour). Nine-hundred and seventy-four students aged 11-18 (55% girls) participated in our study from four countries: Hungary, United Kingdom, Romania and Slovakia. A prospective research design was employed, and questionnaires were administered at three time points. Using 7-point Likert scales, attitude, usefulness, and affectiveness were measured. Furthermore, subjective norms and perceived behavioural control (PBC) were tested within TPB. Autonomous and controlling motivation were measured within SDT by administering the Behavioural Regulation in Exercise questionnaires (BREQ and BREQ-2). Finally, past physical activity, intention and current physical activity behaviours were tested. Results indicated that perceived autonomy support from family and friends predicted autonomous motivation towards leisure-time physical activity in all four countries. However, teachers' behaviour in some Eastern European countries did not predict this transfer. In general, in line with previous literature, boys reported more physical activity than girls. A strong influencing factor in the path model was that past behaviour predicted current behaviour, and according to that factor, boys reported being more active than girls.Boys also perceived more support from PE teachers than girls which was likely to have influenced their autonomous motivation in PE, which in turn transferred to leisure time. We discuss these results in the context of theories exploring the role of motivation and social environment on children's choices related to physical activity. In conclusion, we suggest providing more autonomy support, especially by schools, for the enhancement of autonomous motivation of young people to promote their leisure time physical activity.
体育教育注重运动技能的发展以及健康方面的体能。自共产主义垮台以来，中欧国家在这些重点方面发生了转变，开始遵循国际认可的与健康相关的体育活动建议，这与西欧国家类似。在本研究中，我们调查了学校体育教育中的动机在多大程度上会转化为休闲时间的体育活动，这种转化由三种社会主体提供自主支持：学校（体育教师）、家庭和同伴。我们的研究运用了病因学方法（AA）、生态模型（EM）以及由计划行为理论（TPB）和自我决定理论（SDT）组成的跨情境模型（TCM），以探究自主动机如何在不同情境（体育教育、休闲时间和当前行为）之间转移。来自匈牙利、英国、罗马尼亚和斯洛伐克四个国家的974名11至18岁的学生（55%为女生）参与了我们的研究。采用了前瞻性研究设计，并在三个时间点进行问卷调查。使用7点李克特量表来测量态度、有用性和情感性。此外，在TPB中测试了主观规范和感知行为控制（PBC）。通过发放运动行为调节问卷（BREQ和BREQ - 2）在SDT中测量自主动机和控制动机。最后，测试了过去的体育活动、意图和当前的体育活动行为。结果表明，在所有四个国家中，来自家人和朋友的感知自主支持预测了对休闲时间体育活动的自主动机。然而，一些东欧国家教师的行为并不能预测这种转化。总体而言，与先前的文献一致，男孩报告的体育活动比女孩更多。路径模型中的一个强大影响因素是过去的行为预测当前的行为，根据这个因素，男孩报告比女孩更活跃。男孩也比女孩感受到体育教师更多的支持，这可能影响了他们在体育教育中的自主动机，进而转化到休闲时间。我们在探索动机和社会环境对儿童体育活动相关选择的作用的理论背景下讨论这些结果。总之，我们建议特别是学校提供更多的自主支持，以增强年轻人的自主动机，促进他们的休闲时间体育活动。
