ABSTRACT

Background: The dynamic nature of physical education (PE) requires careful consideration of lesson planning and delivery in order to promote health and wellbeing and to achieve various learning goals. One such goal is promoting personal and social development to support students to value and lead a healthy and active lifestyle, especially during transition into adolescence. In order to design learning environments that support students’ engagement in PE, it is important to understand how outcomes such as motor competence (MC) influence motivation for PE. There are two approaches to understand MC, actual and perceived MC, and both have implications for healthy lifestyles in childhood and adolescence. Therefore, this study examined associations of actual and perceived MC with young adolescents’ motivation for PE.

Method: A sample of 236 students 11–14 years of age (M = 13.01, SD = .72) participated in the study. Assessments included actual MC (Körperkoordinations test for Kinder; KTK), perceived MC (self-administered form of the pictorial scale of Perceived Movement Skill Competence; PMSC) and motivation for PE (Perceived Locus of Causality Scale; PLOC). Polynomial regression with Response Surface Analyses were conducted to examine the influence of actual and perceived MC on motivation for PE.

Findings: The results showed weak-to-moderate positive associations of actual and perceived MC with students’ motivation for PE. Perceived MC explained about 12% of the variance of student’s self-determined motivation towards PE. This effect was larger in students with lower levels of perceived MC compared to students with higher levels of perceived MC.

Discussion: Taking into account that both actual and perceived MC are synergistically related but only perceived MC explains self-determined motivation, our results suggest that perceived MC is an important factor to consider when attempting to promote an active and healthy lifestyle. Using the developmental model of motor competence [Stodden et al. 2008 Stodden, David F., Jacqueline D. Goodway, Stephen J. Langendorfer, Mary Ann Roberton, Mary E. Rudisill, Clersida Garcia, and Luis E. Garcia. 2008. “A Developmental Perspective on the Role of Motor Skill Competence in Physical Activity: An Emergent Relationship.” Quest 60 (2): 290–306. doi:10.1080/00336297.2008.10483582.[Taylor & Francis Online], [Web of Science ®] , [Google Scholar]. “A Developmental Perspective on the Role of Motor Skill Competence in Physical Activity: An Emergent Relationship.” Quest 60 (2): 290–306] and self-determination theory [Deci and Ryan 2000 Deci, Edward L., and Richard R. Ryan. 2000. “The “What” and “Why” of Goal Pursuits: Human Needs and the Self-Determination of Behavior.” Psychological Inquiry 11 (4): 227–268. doi:10.1207/S15327965PLI1104_01.[Taylor & Francis Online], [Web of Science ®] , [Google Scholar]. “The “What” and “Why” of Goal Pursuits: Human Needs and the Self-Determination of Behavior.” Psychological Inquiry 11 (4): 227–268. doi:10.1207/S15327965PLI1104_01], we discuss the findings in relation to the importance of considering perceived MC as an explicit outcome in the PE curriculum.

Conclusion: During early adolescence, PE programs should not only focus on teaching movement skills but also fostering perceived MC in order to promote motivation for PE, especially among students with lower levels of self-perception. For this, pedagogical approaches such as need supportive teaching derived from self-determination theory can be used to help students become competent, confident and motivated movers.

摘要

背景：体育 (PE) 的动态性质需要仔细考虑课程计划和交付，以促进健康和福祉并实现各种学习目标。其中一个目标是促进个人和社会发展，以支持学生重视并过上健康积极的生活方式，尤其是在过渡到青春期期间。为了设计支持学生参与体育运动的学习环境，了解运动能力 (MC) 等结果如何影响体育运动的动机非常重要。有两种理解 MC 的方法，即实际的和感知的 MC，两者都对儿童和青春期的健康生活方式有影响。因此，本研究检验了实际和感知 MC 与青少年体育动机之间的关联。

方法： 236 名年龄在 11-14 岁之间的学生（M  = 13.01，SD  = .72）参与了这项研究。评估包括实际 MC（Kinder 的 Körperkoordinations 测试；KTK）、感知 MC（感知运动技能能力的图形量表的自我管理形式；PMSC）和 PE 的动机（感知因果关系量表；PLOC）。使用响应面分析进行多项式回归以检查实际和感知 MC 对 PE 动机的影响。

结果：结果显示实际和感知的 MC 与学生体育动机之间存在弱到中等的正相关。Perceived MC 解释了大约 12% 的学生对体育的自主动机的方差。与感知 MC 水平较高的学生相比，这种影响在感知 MC 水平较低的学生中更大。

讨论：考虑到实际和感知 MC 是协同相关的，但只有感知 MC 解释了自我决定的动机，我们的结果表明，感知 MC 是在尝试促进积极和健康的生活方式时要考虑的重要因素。使用运动能力的发展模型 [Stodden et al. 2008年 Stodden、David F.、Jacqueline D. Goodway、Stephen J. Langendorfer、Mary Ann Roberton、Mary E. Rudisill、Clersida Garcia和Luis E. Garcia。2008 年。“关于运动技能能力在体育活动中的作用的发展观点：一种新兴关系。” 任务60 (2)：290 – 306。doi：10.1080/00336297.2008.10483582。[Taylor & Francis Online]、[Web of Science®]  、[Google Scholar]. “运动技能能力在体育活动中的作用的发展视角：一种新兴关系。” Quest 60 (2): 290–306] 和自决理论 [Deci and Ryan 2000 Deci、Edward L.和Richard R. Ryan。2000 年。“目标追求的“什么”和“为什么”：人类需求和行为的自决。心理调查11 (4): 227 – 268。doi:10.1207/S15327965PLI1104_01。[Taylor & Francis Online]、[Web of Science®]  、[Google Scholar]。“目标追求的“什么”和“为什么”：人类需求和行为的自决。心理调查11 (4): 227–268。doi:10.1207/S15327965PLI1104_01]，我们讨论了与将感知 MC 作为体育课程中明确结果的重要性相关的发现。

结论：在青春期早期，体育课程不仅应注重教授运动技能，还应培养感知 MC 以促进体育运动，尤其是在自我认知水平较低的学生中。为此，可以使用来自自决理论的需求支持教学等教学方法来帮助学生成为有能力、自信和积极主动的人。