The effect of ten week Autonomy and non-Autonomy in Practice on Autonomous Motivation and Perceived Autonomy Support in Physical Education
Poster Presentation
Paper ID : 1593-12THCONG
Authors
1Faculty of Physical Education and Sport Sciences, University of Tehran, Tehran, Iran
2Department of Motor Behavior, Faculty of Physical Education and Sport Sciences, University of Tehran, Tehran, Iran.
Abstract
The purpose of this study is the effect of Autonomy and non-Autonomy in Practice on Autonomous Motivation and Perceived Autonomy Support in Physical Education and to enhance the efficiency of physical education classes in terms of motivating the students toward out-of-school physical activities.
For this purpose, a sample of 100 male students was taken through cluster sampling. Given the main aim of the research, the students were asked to complete three questionnaires both before and after the test practices: "Sport Motivation Scale", "Perceived Autonomy Support scale in Exercise Settings", and "Intention to Partake in Physical Activities". The whole practice period was composed of 10 weeks, with the practices performed simultaneously with normal physical education classes.
The results of multivariate analysis of covariance showed that, a ten - week practice of self - determination has a significant effect on the support of Perceived Autonomy Support of students and the students who practiced the exercise protocol autonomously had ended up with a higher level of motivation toward exercise and further enjoyed their physical education classes, as compared to other students.
One of the key goals of PE is to provide students with a supportive and highly active environment, which also facilitates the skills, knowledge, and attitudes that are necessary pursue an active, healthy lifestyle beyond the school environment. In general, it can be stipulated that, for most part, by adopting autonomous practicing, one can maximize the students’ enjoyment at physical education classes while motivating them toward participating in professional physical activity classes beyond the scope of the school.
For this purpose, a sample of 100 male students was taken through cluster sampling. Given the main aim of the research, the students were asked to complete three questionnaires both before and after the test practices: "Sport Motivation Scale", "Perceived Autonomy Support scale in Exercise Settings", and "Intention to Partake in Physical Activities". The whole practice period was composed of 10 weeks, with the practices performed simultaneously with normal physical education classes.
The results of multivariate analysis of covariance showed that, a ten - week practice of self - determination has a significant effect on the support of Perceived Autonomy Support of students and the students who practiced the exercise protocol autonomously had ended up with a higher level of motivation toward exercise and further enjoyed their physical education classes, as compared to other students.
One of the key goals of PE is to provide students with a supportive and highly active environment, which also facilitates the skills, knowledge, and attitudes that are necessary pursue an active, healthy lifestyle beyond the school environment. In general, it can be stipulated that, for most part, by adopting autonomous practicing, one can maximize the students’ enjoyment at physical education classes while motivating them toward participating in professional physical activity classes beyond the scope of the school.
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