Understanding students\u27 motivation in physical education: integration of expectancy-value model and self-efficacy theory

The purpose of this dissertation was to integrate the expectancy-value model of achievement choice and self-efficacy theory among middle school students, with the goal of better understanding students’ motivational beliefs and the factors that influence these beliefs. Three quantitative studies were conducted to address this purpose. In study 1, the expectancy-value model constructs (expectancy-related beliefs and subjective task values) and self-efficacy theory constructs (self-efficacy and outcome expectancy) were measured in a sample of 225 students and were used to predict students’ in-class activity levels during a 2-week follow-up. Results of path analyses yielded that the hypothesized model fit the data well. Specially, self-efficacy had the greatest effect on activity levels followed by subjective task values. Expectancy-related beliefs and outcome expectancy indirectly predicted activity levels via self-efficacy. The overall variances in self-efficacy and in-class activity levels explained by the model were 54% and 23%, respectively. Study 2 investigated how students’ motivation toward physical education changed over the course of one school year among 206 students, and how grade and gender affected motivation. The results highlight that, self-efficacy and subjective task values were significant predictors of students’ intention for future participation in physical education across cohorts. This longitudinal study revealed a consistent decline in the mean levels of the study variables. However, there were no gender differences for any of the study variables. Study 3 examined the effects of two different learning contents (soccer and fitness) on students’ motivational beliefs (self-efficacy, subjective task values, and outcome expectancy) and their in-class activity levels. The results suggest that students reported higher scores in self-efficacy and outcome expectancy toward fitness than they did toward soccer. Nevertheless, students exhibited significantly higher in-class activity levels in the soccer class than they did in the fitness stations class. The results were interpreted from the perspectives of expectancy-value model and self-efficacy theory, and the educational implications were provided for physical education teachers and practitioners

College students goal orientations, situational motivation and effort/persistence in physical activity classes

pre-printThe purpose of this study was to examine relationships among college students' 2 × 2 goal orientations (mastery-approach [MAp], mastery-avoidance [MAv], performance-approach [PAp], performance-avoidance [PAv]), situational motivation (intrinsic motivation, identified regulation, external regulation and amotivation) and effort/persistence in physical activity classes. Participants (140 female, 109 male) completed a battery of questionnaires assessing the outcome variables at the last week of instruction. Regression analyses revealed that MAp and PAp emerged as positive predictors for intrinsic motivation whereas MAp was the only positive predictor for identified regulation. MAp was negatively related to amotivation (AM), while PAp and PAv were positively related to AM. In addition, MAp, PAp, intrinsic motivation, and identified regulation were significant positive predictors of effort/persistence

Study on influence factors of underwater shockwave sensor dynamic calibration

To test coefficient sensitivity of underwater shockwave pressure sensor, dynamic calibration is conducted using traceable standard bench sensor and PCB913B02 sensor calibration equipment. In the research, silicon oil of different specification was filled into sealed tank in order to study the relations between silicon oil specification and calibration result of pressure sensor. Explosion tests are conducted using explosives of different formulas and underwater shockwave sensors filled with silicon oils of different specifications. The test result shows such principle and the method of calibration mentioned above could ensure the calibration precision, which therefore certifies the accuracy of shockwave pressure test

The contributing role of physical education in youth’s daily physical activity and sedentary behavior

Background: School physical education (PE) is considered as an effective channel for youth to accumulate moderate-to-vigorous physical activity (MVPA) and reduce sedentary time. The purpose of this study was to determine the contributing role of PE in daily MVPA and sedentary time among youth. Methods: The study recruited 67 sixth grade children (29 boys; Mean age = 11.75) from two suburban schools at a U.S. Midwest state, 48 of whom contributed ≥10 hours of physical activity (PA) data per day were included for analysis. An objective monitoring tool (i.e., Sensewear armband monitor) was used to capture the participants’ MVPA and sedentary time for 7–14 days. Pearson product–moment correlation analysis (r), multi-level regression analyses, and analysis of variance were conducted for data analysis. Results: MVPA and sedentary time in PE showed significant positive associations with daily MVPA and sedentary time, respectively (r = 0.35, p \u3c 0.01; r = 0.55, p \u3c 0.01). Regression analyses revealed that one minute increase in MVPA and sedentary behavior in PE was associated with 2.04 minutes and 5.30 minutes increases in daily MVPA and sedentary behavior, respectively, after controlling for sex and BMI. The participants demonstrated a significantly higher level of MVPA (p = .05) but similar sedentary time (p = 0.61) on PE days than on non-PE days. Boys had significantly more daily MVPA (p \u3c .01) and less sedentary time (p \u3c .01) than girls; while higher BMI was associated with more sedentary time (p \u3c .01). Conclusions: PE displayed a positive contribution to increasing daily MVPA and decreasing daily sedentary time among youth. Active participation in PE classes increases the chance to be more active and less sedentary beyond PE among youth

A Review of Health Wearable-Based Physical Activity Interventions Among Children and Adolescents

Health wearable technologies have become popular in recent decades to improve individual physical activity (PA) behavior. Thus, this paper aims to examine the health of wearable-based PA intervention among children and adolescents and provide narrative overviews. This paper retrieved articles based on the following inclusion criteria: (1) experimental design; (2) studies among healthy children and adolescents aged from 5 to 18 years; (3) studies using health wearables as a medium to enhance PA or reduce sedentary behavior; and (4) studies with PA assessments as an outcome. Relevant articles were searched based on recent preceding review papers published in 2021 and 2022. A total of 45 studies were included in this review. Research conducted in the United States was predominant, and the participants\u27 ages varied from 6 to 18 years old. Most interventions were implemented for 6 to 12 weeks, and pedometers seemed to be the most easily accessible device. Regarding intervention fidelity, a brief survey and interview were the most frequently used methods. However, there is a paucity of research reporting intervention fidelity on this topic, leading to uncertainty about research findings