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The influence of the physical education environment on children's well-being and physical activity across the transition from primary to secondary school

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posted on 27.03.2015, 10:19 authored by Ian TaylorIan Taylor, Christopher SprayChristopher Spray, Natalie PearsonNatalie Pearson
The purpose of the study was to explore change in children’s physical self-concept and self-reported physical activity over a school transition period, as well as motivational and interpersonal influences on these two outcomes. Data were collected from 545 children (mean age = 10.82, SD = 0.39, 51% female) at three time points before and after the United Kingdom secondary school transition. Multilevel modeling revealed that physical self-concept and physical activity showed different patterns of decline over the course of the study. Changes in the extent to which physical education teachers were perceived to provide psychological need support, peer focus on self-referenced learning and mastery, and changes in autonomous motives toward physical education classes were positively associated with these outcome variables. The present study provides novel insight into important motivational and interpersonal factors that may need to be targeted to prevent negative developmental patterns over a potentially challenging period for children.

Funding

This study was supported by a grant from the Nuffield Foundation (Grant no: SGS/39228).

History

School

  • Sport, Exercise and Health Sciences

Published in

Journal of Sport and Exercise Psychology

Volume

36

Issue

6

Pages

574 - 583

Citation

TAYLOR, I.M., SPRAY C.M. and PEARSON, N., 2014. The influence of the physical education environment on children's well-being and physical activity across the transition from primary to secondary school. Journal of Sport & Exercise Psychology, 36 (6), pp. 574 - 583.

Publisher

© Human Kinetics Journals

Version

AM (Accepted Manuscript)

Publisher statement

This work is made available according to the conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) licence. Full details of this licence are available at: https://creativecommons.org/licenses/by-nc-nd/4.0/

Publication date

2014-12-31

Notes

This paper is as accepted for publication.

ISSN

0895-2779

eISSN

1543-2904

Language

en