Unravelling Students’ Attitudes Toward Lifelong Exercise
DOI:
https://doi.org/10.17309/tmfv.2024.6.16Keywords:
attitudes, predicting, lifelong exercise, social variables, personal variablesAbstract
Background. A central purpose of learning in physical education (PE) is to facilitate students’ physical development and competence that determine lifelong engagement in exercise. Therefore, exploring and understanding students’ attitudes toward lifelong exercise contributes significantly to achieving it.
Objectives. Two studies examined students’ attitudes toward lifelong exercise. The first study focused on using social and personal variables as predictors. The second study involved a repeated measures design to determine if there were differences in attitudes as students progressed to the next grade and between schools. Additionally, the study aimed to investigate whether there were variations in attitudes based on the students’ physical activity levels.
Materials and methods. In the first study, 752 students of the 7th and 10th grades participated, representing 47 classes from 14 schools. Then, after conducting a repeated measures analysis one academic year later, from the initial sample, 460 students formed two cohorts, comprising Grades 7–8 and 10–11. All factors were internally consistent and well-defined by the variables. The first study used hierarchical linear regression to ascertain whether social and personal variables could be identified as predictors of students’ attitudes toward lifelong exercise. The second study used a mixed ANOVA to assess differences in students’ attitudes, measuring at two time points and between schools. Furthermore, a one-way ANOVA was performed to determine whether there were variations depending on students’ physical activity level.
Results. According to the findings of this study, personal variables eliminated the significance of social variables, with task orientation having the highest beta (.33). The results also revealed a significant interaction between measurements in Grades 7 and 8, as well as between schools. Moderately and highly active students had more positive attitudes than sedentary students in both cohorts.
Conclusions. Task orientation and personal progress should be emphasized to increase students’ motivation. Nevertheless, a task-supportive climate could improve their intrinsic motivation for lifelong exercise.
Downloads
References
Wang, Y. & Chen, A. (2019). Two Pathways Underlying the Effects of Physical Education on Out-of-School Physical Activity. Research Quarterly for Exercise and Sport, 91(2), 197-208. https://doi.org/10.1080/02701367.2019.1656325 DOI: https://doi.org/10.1080/02701367.2019.1656325
MacNamara, A., Collins, D., Bailey, R., Toms, M., Ford, P., & Pearce, G. (2011). Promoting lifelong physical activity and high level performance: Realising an achievable aim for physical education. Physical Education and Sport Pedagogy, 16(3), 265–278. http://dx.doi.org/10.1080/17408989.2010.535200 DOI: https://doi.org/10.1080/17408989.2010.535200
Promoting physical activity through schools: a toolkit. Geneva: World Health Organization; 2021. Licence: CC BY-NC-SA 3.0 IGO.
Hu, D., Zhou, S., Crowley-McHattan, Z. J., & Liu, Z. (2021). Factors That Influence Participation in Physical Activity in School-Aged Children and Adolescents: A Systematic Review from the Social Ecological Model Perspective. International Journal of Environmental Research and Public Health, 18(6), 3147. https://doi.org/10.3390/ijerph18063147 DOI: https://doi.org/10.3390/ijerph18063147
Polet, J., Hassandra, M., Lintunen, T., Laukkanen, A., Hankonen, N., Hirvensalo, M., Tammelin, T., & Hagger, M. S. (2019). Using physical education to promote out-of school physical activity in lower secondary school students – a randomized controlled trial protocol. BMC Public Health, 19(1). https://link.springer.com/article/10.1186/s12889-019-6478-x DOI: https://doi.org/10.1186/s12889-019-6478-x
Gut, V., Schmid, J., & Conzelmann, A. (2020). The interaction of behavioral context and motivational-volitional factors for exercise and sport in adolescence: patterns matter. BMC Public Health, 20, 1-14. https://doi.org/10.1186/s12889-020-08617-5 DOI: https://doi.org/10.1186/s12889-020-08617-5
Fishbein, M., & Ajzen, I. (2010). Predicting and changing behavior: the reasoned action approach. Psychology Press. New York: Hove. DOI: https://doi.org/10.4324/9780203838020
Ajzen, I. (2005). Attitudes, Personality, and Behavior (2nd ed.). Berkshire England: Open University Press.
Ajzen, I. (1985). From intentions to actions: A theory of planned behavior. In J. Kuhl & J. Beckmann (Eds.), Action control: From cognition to behavior (pp. 11–39). New York, NY: Springer. https://doi.org/10.1007/978-3-642-69746-3_2 DOI: https://doi.org/10.1007/978-3-642-69746-3_2
Ajzen, I. (1988). Attitudes, personality and behavior. Chicago, IL: The Dorsey Press.
Ajzen, I. (1993). Attitude theory and the attitude-behavior-relation. In D. Krebs & P. Schmidt (Eds.), New directions in attitude measurement (pp. 41-57). New York, NY: de Gruyter.
Ajzen, I., & Fishbein, M. (1980). Understanding attitudes and predicting social behavior. Englewood Cliffs, NJ: Prentice-Hall.
Silverman, S. (2017). Attitude research in physical education: A review. Journal of Teaching in Physical Education, 36, 303-312. https://doi.org/10.1123/jtpe.2017-0085 DOI: https://doi.org/10.1123/jtpe.2017-0085
Mercier, K., Simonton, K., Centeio, E., Barcelona, J., & Garn, A. (2022). Middle school students’ attitudes toward physical activity and physical education, intentions, and physical activity behavior. European Physical Education Review, 29(1), 40-54. https://doi.org/10.1177/1356336x221106051 DOI: https://doi.org/10.1177/1356336X221106051
Lima, R. F., Clemente, F. M., & Vale, R. F. (2018). Attitudes toward physical education in Portuguese schools: Middle and high school students. Human Movement, 19(4), 64-70. https://doi.org/10.5114/hm.2018.77327 DOI: https://doi.org/10.5114/hm.2018.77327
Balga, T., Antala, B., & Argajová, J. (2019). Attitudes of elementary school pupils towards physical education and their differentiation from the point of view of age, sporting level and gender. Journal of Physical Education and Sport, 19(1), 552-559. https://doi.org/10.7752/jpes.2019.01081 DOI: https://doi.org/10.7752/jpes.2019.01081
Donovan, C. B., Mercier, K., & Phillips, S. R. (2015). Investigating Attitudes Toward Physical Education: Validation Across Two Instruments. Measurement in Physical Education and Exercise Science, 19(2), 91-98. https://doi.org/10.1080/1091367X.2015.1012511 DOI: https://doi.org/10.1080/1091367X.2015.1012511
Polet, J., Lintunen, T., Schneider, J. & Hagger, S. M. (2020). Predicting change in middle school students’ leisure-time physical activity participation: A prospective study of the trans-contextual model. Journal of Applied Social Psychology, 50(9), 512-523. https://doi.org/10.1111/jasp.12691 DOI: https://doi.org/10.1111/jasp.12691
Rodrigues, F., Monteiro D., Teixeira D., & Cid L. (2020). Understanding motivational climates in physical education classes: How students perceive learning and performance-oriented climates by teachers and peers. Current Psychology, 41, 5298-5306. https://doi.org/10.1007/s12144-020-01047-x DOI: https://doi.org/10.1007/s12144-020-01047-x
Nicholls, J. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91(3), 328-346. https://doi.org/10.1037/0033-295X.91.3.328 DOI: https://doi.org/10.1037//0033-295X.91.3.328
Theodosiou, A., & Papaioannou, A. (2006). Motivational climate, achievement goals and metacognitive activity in physical education and exercise involvement in out-of-school settings. Psychology of Sport and Exercise, 7(4), 361-379. https://doi.org/10.1016/j.psychsport.2005.10.002 DOI: https://doi.org/10.1016/j.psychsport.2005.10.002
Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261-271. https://doi.org/10.1037/0022-0663.84.3.261 DOI: https://doi.org/10.1037//0022-0663.84.3.261
Ferrer-Caja, E., & Weiss, M. R. (2000). Predictors of intrinsic motivation among adolescent students in physical education. Research quarterly for exercise and sport, 71(3), 267-279. https://doi.org/10.1080/02701367.2000.10608907 DOI: https://doi.org/10.1080/02701367.2000.10608907
Papaioannou, A. (1994). Development of a Questionnaire to Measure Achievement Orientations in Physical Education. Research Quarterly for Exercise and Sport, 65(1), 11-20. https://doi.org/10.1080/02701367.1994.10762203 DOI: https://doi.org/10.1080/02701367.1994.10762203
Papaioannou, A. (1998). Students’ Perceptions of the Physical Education Class Environment for Boys and Girls and the Perceived Motivational Climate. Research Quarterly for Exercise and Sport, 69(3), 267-275. https://doi.org/10.1080/02701367.1998.10607693 DOI: https://doi.org/10.1080/02701367.1998.10607693
Jaakkola, T., Barkoukis, V., Huhtiniemi, M., Salin, K., Seppälä, S., Lahti, J., & Watt, A. (2019). Enjoyment and anxiety in Finnish physical education: achievement goals and self-determination perspectives. Journal of Physical Education and Sport, 19(3). https://efsupit.ro/images/stories/septembrie2019/Art 235.pdf
Williams, L., & Gill, D.L. (1995). The role of perceived competence in the motivation of physical activity. Journal of Sport and Exercise Psychology, 17(4), 363-378. https://doi.org/10.1123/jsep.17.4.363 DOI: https://doi.org/10.1123/jsep.17.4.363
Wang, C. J., & Liu, W. (2007). Promoting enjoyment in girls’ physical education: The impact of goals, beliefs, and self-determination. European Physical Education Review, 13(2), 145-164. https://doi.org/10.1177/1356336X07076875 DOI: https://doi.org/10.1177/1356336X07076875
Wallhead, T. L., & Buckworth, J. (2004). The role of physical education in the promotion of youth physical activity. Quest, (56)3, 285-301. https://doi.org/10.1080/00336297.2004.10491827 DOI: https://doi.org/10.1080/00336297.2004.10491827
Jakobsen A. M. (2022). The relationship between motivation, goal orientation, and perceived autonomy support from the coach in young Norwegian elite hockey players. Frontiers in Psychology, 13(811154). https://doi.org/10.3389/fpsyg.2022.811154 DOI: https://doi.org/10.3389/fpsyg.2022.811154
Papaioannou, A., Bebetsos, E., Theodorakis, Y., Christodoulidis, T. & Kouli, O. (2006). Causal relationships of sport and exercise involvement with goal orientations, perceived competence and intrinsic motivation in physical education: A longitudinal study. Journal of Sports Sciences, 24(4), 367-382. http://dx.doi.org/10.1080/02640410400022060 DOI: https://doi.org/10.1080/02640410400022060
Zourbanos, N., Papaioannou, A., Argyropoulou, E., & Hatzigeorgiadis, A. (2014). Achievement goals and self-talk in physical education: The moderating role of perceived competence. Motivation and Emotion, 38, 235-251. https://doi.org/10.1007/s11031-013-9378-x DOI: https://doi.org/10.1007/s11031-013-9378-x
Smith, N., Tessier, D., Tzioumakis, Y., Quested, E., Appleton, P., Sarrazin, P., Papaioannou, A., & Duda, L. J. (2015). Development and Validation of the Multidimensional Motivational Climate Observation System. Journal of Sport & Exercise Psychology, 37(1), 4-22. https://doi.org/10.1123/jsep.2014-0059 DOI: https://doi.org/10.1123/jsep.2014-0059
Kokkonen, J., Gråstén, A., Quay, J. & Kokkonen M. (2020). Contribution of Motivational Climates and Social Competence in Physical Education on Overall Physical Activity: A Self-Determination Theory Approach with a Creative Physical Education Twist. International Journal of Environmental Research and Public Health, 17(16) 5885. https://doi.org/10.3390/ijerph17165885 DOI: https://doi.org/10.3390/ijerph17165885
Zhou, Y., & Wang, L. (2019). Correlates of physical activity of students in secondary school physical education: a systematic review of literature. BioMed Research International, 2019(1), 4563484. https://doi.org/10.1155/2019/4563484 DOI: https://doi.org/10.1155/2019/4563484
Huhtiniemi, M., Sääkslahti, A., Watt, A. P., & Jaakkola, T. (2019). Associations among Basic Psychological Needs, Motivation and Enjoyment within Finnish Physical Education Students. Journal of Sports Science and Medicine, 18(2), 239-247. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6544006/
Roth, E. S., Gill, M., Chan-Golston, A. M., Rice, N. L., Crespi, M. C., Koniak-Griffin, D., Cole, L. B. & Prelip, L. M. (2019). Physical activity correlates in middle school adolescents: Perceived benefits and barriers and their determinants. The Journal of School Nursing, 35(5), 348-358. https://doi.org/10.1177/1059840518780300 DOI: https://doi.org/10.1177/1059840518780300
Standage, Μ., Duda, J. L., & Ntoumanis, N. (B) (2003). Predicting motivational regulations in physical education: the interplay between dispositional goal orientations, motivational climate and perceived competence. Journal of Sports Sciences, 21(8), 631-647. https://doi.org/10.1080/0264041031000101962 DOI: https://doi.org/10.1080/0264041031000101962
Lyu, M., & Gill, D. L. (2011). Perceived physical competence, enjoyment and effort in same‐sex and coeducational physical education classes. Educational Psychology, 31(2), 247-260. https://doi.org/10.1080/01443410.2010.545105 DOI: https://doi.org/10.1080/01443410.2010.545105
Kjønniksen, L., Anderssen, N., & Wold, B. (2009). Organized youth sport as a predictor of physical activity. Scandinavian Journal of Medicine and Science in Sports, 19(5), 646-654. https://doi.org/10.1111/j.1600-0838.2008.00850.x DOI: https://doi.org/10.1111/j.1600-0838.2008.00850.x
Shen, B. (2012). Outside-school physical activity participation and motivation in physical education. British Journal of Educational Psychology, 84(1), 40-57. https://doi.org/10.1111/bjep.12004 DOI: https://doi.org/10.1111/bjep.12004
Telama,R., Yang, X., Laakso, L., & Viikari, J. (1997). Physical activity in childhood and adolescence as predictor of physical activity in young adulthood. American Journal of Preventive Medicine, 13(4), 317-323. https://doi.org/10.1016/S0749-3797(18)30182-X DOI: https://doi.org/10.1016/S0749-3797(18)30182-X
Gorozidis, G., Papaioannou, A., & Diggelidis, N. (2012). Physical Educators Self-efficacy in the Implementation of the New Curriculum for the “New School- the School of the 21st Century.” Inquiries in Sport & Physical Education 10(2), 91-101. http://research.pe.uth.gr/emag/index.php/inquiries/article/view/20 [In Greek]
Fox, K., & Corbin, C. B. (1989). The Physical Self-Perception Profile: Development and Preliminary Validation. Journal of Sport & Exercise Psychology, 11(4), 408-430. https://doi.org/10.1123/jsep.11.4.408 DOI: https://doi.org/10.1123/jsep.11.4.408
Duda, J. L., & Nicholls, J. G. (1992). Dimensions of achievement motivation in schoolwork and sport. Journal of Educational Psychology, 84(3), 290-299. https://doi.org/10.1037/0022-0663.84.3.290 DOI: https://doi.org/10.1037//0022-0663.84.3.290
Robbins, L. B., Wu, T. Y., Sikorskii, A., & Morley, B. (2008). Psychometric assessment of the adolescent physical activity perceived benefits and barriers scales. Journal of Nursing Measurement, 16(2), 98-112. https://doi.org/10.1891/1061-3749.16.2.98 DOI: https://doi.org/10.1891/1061-3749.16.2.98
McAuley, E., Duncan, T., & Tammen, V. V. (1989). Psychometric Properties of the Intrinsic Motivation Inventory in a Competitive Sport Setting: A Confirmatory Factor Analysis. Research Quarterly for Exercise and Sport, 60(1), 48-58. https://doi.org/10.1080/02701367.1989.10607413 DOI: https://doi.org/10.1080/02701367.1989.10607413
Lavigne, L. G., Hauw, N., Vallerand, J. R., Brunel, P. Blanchard, C., Cadorette I., & Angot, C. (2009). On the dynamic relationships between contextual (or general) and situational (or state) motivation toward exercise and physical activity: A longitudinal test of the top‐down and bottom‐up hypotheses. International Journal of Sport and Exercise Psychology, 7(2), 147-168. https://doi.org/10.1080/1612197X.2009.9671897 DOI: https://doi.org/10.1080/1612197X.2009.9671897
Standage, Μ., Duda, J. L., & Ntoumanis, N. (A) (2003). A model of contextual motivation in physical education: Using constructs from self-determination and achievement goal theories to predict physical activity intentions. Journal of Educational Psychology, 95(1), 97-110. https://doi.org/10.1037/0022-0663.95.1.97 DOI: https://doi.org/10.1037//0022-0663.95.1.97
Papaioannou, G. A., Ampatzoglou, G., Kalogiannis, P., & Sagovits, A. (2008). Social agents, achievement goals, satisfaction and academic achievement in youth sport. Psychology of Sport and Exercise, 9(2), 122-141. https://doi.org/10.1016/j.psychsport.2007.02.003 DOI: https://doi.org/10.1016/j.psychsport.2007.02.003
Walling, M. D., & Duda, J. L. (1995). Goals and their associations with beliefs about success in and perceptions of the purposes of physical education. Journal of teaching in physical education, 14(2), 140-156. https://doi.org/10.1123/jtpe.14.2.140 DOI: https://doi.org/10.1123/jtpe.14.2.140
Papaioannou, A., Marsh, H. W., & Theodorakis, Y. (2004). A Multilevel Approach to Motivational Climate in Physical Education and Sport Settings: An Individual or a Group Level Construct? Journal of Sport & Exercise Psychology, 26(1), 90-118. https://doi.org/10.1123/jsep.26.1.90 DOI: https://doi.org/10.1123/jsep.26.1.90
Huhtiniemi, M., Salin, K., Lahti, J., Sääkslahti, A., Tolvanen, A., Watt, A., & Jaakkola, T. (2020). Finnish students’ enjoyment and anxiety levels during fitness testing classes. Physical Education and Sport Pedagogy, 26(1), 1-15. https://doi.org/10.1080/17408989.2020.1793926 DOI: https://doi.org/10.1080/17408989.2020.1793926
Evangelou, E., & Digelidis, N. (2018). Students’ attitudes and predispositions toward physical education in Greece. Journal of Physical Education and Sport, 18(3), 1624-1631. http://doi.org/10.7752/jpes.2018.03238 DOI: https://doi.org/10.7752/jpes.2018.03238
Harris, J., Cale, L., Duncombe, R., & Musson, H. (2018). Young people’s knowledge and understanding of health, fitness and physical activity: issues, divides and dilemmas. Sport, Education and Society, 23(5), 407-420. https://doi.org/10.1080/13573322.2016.1228047 DOI: https://doi.org/10.1080/13573322.2016.1228047
Gråstén, A., Jaakkola, T., Liukkonen, J., Watt, A., & Yli-Piipari, S. (2012). Prediction of enjoyment in school physical education. Journal of sports science & medicine, 11(2), 260.
Fernández-Prieto, I., & Giné-Garriga, M. (2019). Barriers and motivations perceived by adolescents related to physical activity. Qualitative study through discussion groups. Revista espanola de salud publica, 93, e201908047-e201908047.
Carballo-Fazanes, A., Rico-Díaz, J., Barcala-Furelos, R., Rey, E., Rodríguez-Fernández, J.E., Varela-Casal, C., Abelairas-Gómez, C. (2020). Physical Activity Habits and Determinants, Sedentary Behaviour and Lifestyle in University Students. International Journal of Environmental Research and Public Health, 17(9), 3272. https://doi.org/10.3390/ijerph17093272 DOI: https://doi.org/10.3390/ijerph17093272
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Efstathia Evangelou, Nikolaos Digelidis, Charalampos Krommidas
This work is licensed under a Creative Commons Attribution 4.0 International License.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
