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The influence of the social context on students in-class physical activity

Journal Article


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Abstract


  • The purpose of this study was to examine the influence of the social context, based

    within self-determination theory, on student’s in-class physical activity. A total of

    84 Year 11/12 physical education students were randomly assigned to one of three

    treatment groups; Autonomy-supportive, Controlling and Balanced. Data were collected

    using a pretest/posttest design measuring in-class physical activity. Analysis

    of data used Repeated Measures ANOVAs to examine group differences. Results

    indicated significant differences for students engaged in the autonomy-supportive

    context in terms of moderate-to-vigorous physical activity. These results indicate

    that instructional behaviors that align with an autonomy-supportive context can

    facilitate higher levels of in-class physical activity.

Publication Date


  • 2013

Citation


  • Perlman, D. J. (2013). The influence of the social context on students in-class physical activity. Journal of Teaching in Physical Education, 32 (1), 46-60.

Scopus Eid


  • 2-s2.0-84877330347

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1099&context=sspapers

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/100

Has Global Citation Frequency


Number Of Pages


  • 14

Start Page


  • 46

End Page


  • 60

Volume


  • 32

Issue


  • 1

Place Of Publication


  • United States

Abstract


  • The purpose of this study was to examine the influence of the social context, based

    within self-determination theory, on student’s in-class physical activity. A total of

    84 Year 11/12 physical education students were randomly assigned to one of three

    treatment groups; Autonomy-supportive, Controlling and Balanced. Data were collected

    using a pretest/posttest design measuring in-class physical activity. Analysis

    of data used Repeated Measures ANOVAs to examine group differences. Results

    indicated significant differences for students engaged in the autonomy-supportive

    context in terms of moderate-to-vigorous physical activity. These results indicate

    that instructional behaviors that align with an autonomy-supportive context can

    facilitate higher levels of in-class physical activity.

Publication Date


  • 2013

Citation


  • Perlman, D. J. (2013). The influence of the social context on students in-class physical activity. Journal of Teaching in Physical Education, 32 (1), 46-60.

Scopus Eid


  • 2-s2.0-84877330347

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1099&context=sspapers

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/100

Has Global Citation Frequency


Number Of Pages


  • 14

Start Page


  • 46

End Page


  • 60

Volume


  • 32

Issue


  • 1

Place Of Publication


  • United States