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ERIC Number: EJ1162682
Record Type: Journal
Publication Date: 2018
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1740-8989
Impact of a Pedometer-Based Goal-Setting Intervention on Children's Motivation, Motor Competence, and Physical Activity in Physical Education
Gu, Xiangli; Chen, Yu-Lin; Jackson, Allen W.; Zhang, Tao
Physical Education and Sport Pedagogy, v23 n1 p54-65 2018
Background: School physical education (PE) programs provide a prime environment for interventions that attempt to develop school-aged children's motor competence and overall physical fitness, while also stimulating competence motivation to engage in physical activity during childhood. It is generally recognized that a pedometer-based intervention strategy combined with a goal-setting strategy may be effective in increasing physical activity participation among school-aged children. The purpose of this study was to evaluate the impact of an 8-week pedometer-based goal-setting intervention on children's motivation in PE, motor competence, and physical activity. Methods: A pretest-posttest comparison group design was used with the 8-week intervention (3 days/week for 24 sessions). Participants were 273 (boys = 136, girls = 137) students recruited from 3 elementary schools in the US. Classes in each school were randomly allocated to three experimental conditions: (1) an intervention group with a personalized pedometer weekly target to reach in their PE class (N = 110), (2) an intervention group with the fixed pedometer target range to reach in each PE class based on the recommended criteria (N = 90), or (3) a control group without intervention (N = 73). Analysis/results: The factorial repeated measures MANOVA indicated significant multivariate effects for the group [F(6, 528) = 12.954, p < 0.001]. "Post hoc" analyzes showed that both experimental groups had significantly higher expectancy-value beliefs, motor competence, and physical activity compared to the control group (p < 0.001). Conclusions: Health practitioners should be aware that goal-directed action can contribute to school students' PE-related achievement motivation, motor competence, and achieving the recommended 60 min of moderate-to-vigorous physical activity.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A