A1 Journal article (refereed)
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 (2020)

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), Article 5885. https://doi.org/10.3390/ijerph17165885

JYU authors or editors

Publication details

All authors or editors: Kokkonen, Juha; Gråstén, Arto; Quay, John; Kokkonen, Marja

Journal or series: International Journal of Environmental Research and Public Health

ISSN: 1661-7827

eISSN: 1660-4601

Publication year: 2020

Publication date: 13/08/2020

Volume: 17

Issue number: 16

Article number: 5885

Publisher: MDPI AG

Publication country: Switzerland

Publication language: English

DOI: https://doi.org/10.3390/ijerph17165885

Publication open access: Openly available

Publication channel open access: Open Access channel

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/71422

Abstract

Using a cross-sectional study design, we tested a structural equation model of hypothesized relationships among a group of variables: motivational climate in physical education (PE), students’ social competence in PE, out of-school physical activity (PA) motivation, PA intention and their moderate-to-vigorous PA (MVPA). Based on the self-reports of 363 fourth to sixth grade elementary school students (172 girls, 191 boys), the model revealed that the task-involving motivational climate in PE was linked to higher MVPA via cooperation in PE, and also via extrinsic motivation and PA intention. Ego-involving motivational climate was related to higher extrinsic motivation and amotivation, further to higher PA intention and, finally, to higher MVPA. Task-involving motivational climate was positively linked to students’ social competence markers of cooperation and empathy, and negatively to disruptiveness. Ego-involving motivational climate was positively related to disruptiveness and impulsivity, the markers of low social competence. The study showed that the motivational climate and co-operational aspect of social competence both played significant roles in students’ PA motivation, PA intention and MVPA. A pedagogical model that brings the learning of social competence relevant skills to the fore is creative physical education (CPE). Analysis of CPE is provided which highlights teaching behaviors which contribute to the students’ MVPA through motivational climates, co-operation, PA motivation and PA intention.

Keywords: children (age groups); physical activeness; physical hobbies; physical education (school subject); motivational climate; social skills; prosociality; deviant behaviour; lower comprehensive school; structural equation models

Free keywords: prosocial behavior; antisocial behavior; primary school; structural equation model

Contributing organizations

Ministry reporting: Yes

Reporting Year: 2020

JUFO rating: 1