Debra Ballinger Physical Activity Behavior and Motivation 2 chapter

Motivation Motivation is the direction and intensity of a person’s effort. Many factors influence the motivation to be physically active: –Internal factors Age Race Gender –External factors Social Psychological

Physical Activity Declines With Age Decline associated with internal factors: –Biological factors Gender (boys more active than girls) Age (substantial drop between ages 6 and 18) Race (black and Hispanic students less active) –Psychological factors Activity associated with feelings of competence Higher self-efficacy = greater persistence and motivation Need for autonomy = need choices in activities (continued)

Physical Activity Declines With Age (continued) Decline associated with external factors: –Social influences on activity levels Parents Siblings Peer approval and support Teachers Coaches –Environmental factors Need after-school time and activity Concern for safety limits after-school activity for many Lack of trained supervision Lack of facilities

Increasing Demands on Time As children grow, they face difficult demands on their time: –Changing interests –School more demanding –Work demands –Competing interests at school –Need for interaction with peers

Motivating Students to Be Active Extrinsic motivation –Provided by teachers can be reinforcing and motivational: Rewards such as free-choice activities Certificates T-shirts Points Stickers Stamps Peer recognition –Bulletin boards or announcements Over time, extrinsic rewards lose value (continued)

Motivating Students to Be Active (continued) Intrinsic motivation –An internal desire to be competent and self- determined –Influenced by several factors: Enjoyment of activities Optimally challenging activities Social support Peer support Feelings of autonomy Feelings of competence or self-efficacy

Intrinsic Motivation Having fun is the primary intrinsic reason that students give for choosing to be physically active on their own. Considerations: –Is your class enjoyable for all students? –Do students have choice at times? –Do students have choice in group selection? –Do students select their own goals?

PE Programs That Motivate Enjoyment is the primary intrinsic reason that students give for participating in physical activity. –Fun is a means to achieving the ultimate goal of having students adopt physical activity, resulting in healthy lifestyles. –Fun differs for each student: Some enjoy competition. Others enjoy cooperative activities. And others enjoy individual activities. Fun is accomplishing new tasks, achieving personal goals, and learning new skills.

The Four Cs Challenge –Challenge + success = feelings of competence. Curiosity –Curiosity is in everyone. –Leads to problem solving and feelings of efficacy. Control –Self-control = autonomy, self-direction, drive. Creativity –Creative environments promote individual self-expression.

Goal Setting Leads to Motivation Goal setting promotes feelings of autonomy and self-control. Goals create challenges that are personally meaningful and optimally challenging. Goals provide meaning and direction to activities. Setting personal goals allows creativity. Goal striving leads to problem solving.

Goal Setting When? –Daily –In and out of school How? –Involve students –Start small –Write down and monitor progress –Provide feedback and evaluation regularly

Goal-Setting Steps Determine a baseline Define the desired outcome clearly List activities and strategies needed to achieve outcome Identify a time line for assessment and accomplishment Commit to achieving goals Reassess and reinforce

Activities for Setting Goals MOTIVATIONAL P.E. Worksheet Goal-Setting Worksheet

Strategies for Promoting Physical Activity in Children Home: – s –Set family activity goals –Homework is exercise with family –Journal activity time—have family member attest –Set limits on screen (TV and computer) time –Send home weekly activity suggestions –Check out pedometers for home use –If computers are used, encourage interactive video games that require physical activity (continued)

Strategies for Promoting Physical Activity in Children (continued) School –Use Activitygram and activity log –Use pedometers in school (not just in P.E.) –Use heart rate monitors in P.E. –Set class activity goals –Create interclass activities and group competitions for walking (activity challenges) –Monitor teaching (transition time, management time) –Emphasize physical activity over physical fitness –Use goal setting to promote goal striving (continued)

Strategies for Promoting Physical Activity in Children (continued) Community –Open school venues during nonschool days –Open schools before and after class hours –Provide community programs –Regularly inspect playground safety –Secure grants to fund inclusive programs for children with special needs –Establish corporate partnerships With professional sport franchises nearby With businesses, especially those related to sport or activity

Summary Award the process of participation rather than the product of fitness Teach students to set goals (using the 4 Cs) Teach developmentally appropriate progressions to promote personal competence and self-efficacy Reward progress toward lifestyle changes and goals rather than competitive outcomes (continued)

Summary (continued) Emphasize self-monitoring and self- management Provide multiple opportunities for success Redefine effort as goal striving and reinforce effort directed toward personal goals Provide choices of activities to promote enjoyment and self-determination