Influence of Physical Education Teachers on Motivation, Embarrassment and the Intention of Being Physically Active During Adolescence
According to a WHO report (2018), more than 80% of adolescents do not do enough physical activity. Physical Education (PE) classes should be aimed at solving this problem. The present study aims to analyze the influence teachers have on motivation, embarrassment and intention to be physically active...
| Main Authors: | , , , , |
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| Format: | info:eu-repo/semantics/article |
| Language: | English |
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MDPI
2020
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| Subjects: | |
| Online Access: | http://hdl.handle.net/10835/7389 |
| _version_ | 1789406541735002112 |
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| author | Trigueros Ramos, Rubén Aguilar Parra, José Manuel Cangas Díaz, Adolfo Javier López Liria, Remedios Álvarez Hernández, Joaquín Francisco |
| author_facet | Trigueros Ramos, Rubén Aguilar Parra, José Manuel Cangas Díaz, Adolfo Javier López Liria, Remedios Álvarez Hernández, Joaquín Francisco |
| author_sort | Trigueros Ramos, Rubén |
| collection | DSpace |
| description | According to a WHO report (2018), more than 80% of adolescents do not do enough physical activity. Physical Education (PE) classes should be aimed at solving this problem. The present study aims to analyze the influence teachers have on motivation, embarrassment and intention to be physically active among their students. A total of 604 secondary school students participated in the study. Various statistical analyses were carried out to explain the causal relationships between the variables. The results revealed a positive relation between the autonomy support and the satisfaction of basic psychological needs (BPN), and a negative relation with the frustration of BPN. In contrast, perceived control revealed a positive relation with frustration of BPN, and a negative relation with the satisfaction of BPN. Satisfaction of BPN was negatively related to embarrassment and positively related to self-determined motivation. On the other hand, frustration of BPN was positively related to embarrassment and negatively with self-determined motivation. Embarrassment was negatively related to self-determined motivation, and the latter was positively related to intention to be physically active. Indeed, the study demonstrates the influence and the importance of PE teachers and of the motivational and emotional processes of adolescents during PE classes and the role they play in acquiring the habits of an active lifestyle. |
| format | info:eu-repo/semantics/article |
| id | oai:repositorio.ual.es:10835-7389 |
| institution | Universidad de Cuenca |
| language | English |
| publishDate | 2020 |
| publisher | MDPI |
| record_format | dspace |
| spelling | oai:repositorio.ual.es:10835-73892023-10-27T12:16:05Z Influence of Physical Education Teachers on Motivation, Embarrassment and the Intention of Being Physically Active During Adolescence Trigueros Ramos, Rubén Aguilar Parra, José Manuel Cangas Díaz, Adolfo Javier López Liria, Remedios Álvarez Hernández, Joaquín Francisco physical education physical activity motivation embarrassment adolescence According to a WHO report (2018), more than 80% of adolescents do not do enough physical activity. Physical Education (PE) classes should be aimed at solving this problem. The present study aims to analyze the influence teachers have on motivation, embarrassment and intention to be physically active among their students. A total of 604 secondary school students participated in the study. Various statistical analyses were carried out to explain the causal relationships between the variables. The results revealed a positive relation between the autonomy support and the satisfaction of basic psychological needs (BPN), and a negative relation with the frustration of BPN. In contrast, perceived control revealed a positive relation with frustration of BPN, and a negative relation with the satisfaction of BPN. Satisfaction of BPN was negatively related to embarrassment and positively related to self-determined motivation. On the other hand, frustration of BPN was positively related to embarrassment and negatively with self-determined motivation. Embarrassment was negatively related to self-determined motivation, and the latter was positively related to intention to be physically active. Indeed, the study demonstrates the influence and the importance of PE teachers and of the motivational and emotional processes of adolescents during PE classes and the role they play in acquiring the habits of an active lifestyle. 2020-01-16T11:41:09Z 2020-01-16T11:41:09Z 2019-06-28 info:eu-repo/semantics/article 1660-4601 http://hdl.handle.net/10835/7389 en https://www.mdpi.com/1660-4601/16/13/2295 Attribution-NonCommercial-NoDerivatives 4.0 Internacional http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess MDPI |
| spellingShingle | physical education physical activity motivation embarrassment adolescence Trigueros Ramos, Rubén Aguilar Parra, José Manuel Cangas Díaz, Adolfo Javier López Liria, Remedios Álvarez Hernández, Joaquín Francisco Influence of Physical Education Teachers on Motivation, Embarrassment and the Intention of Being Physically Active During Adolescence |
| title | Influence of Physical Education Teachers on Motivation, Embarrassment and the Intention of Being Physically Active During Adolescence |
| title_full | Influence of Physical Education Teachers on Motivation, Embarrassment and the Intention of Being Physically Active During Adolescence |
| title_fullStr | Influence of Physical Education Teachers on Motivation, Embarrassment and the Intention of Being Physically Active During Adolescence |
| title_full_unstemmed | Influence of Physical Education Teachers on Motivation, Embarrassment and the Intention of Being Physically Active During Adolescence |
| title_short | Influence of Physical Education Teachers on Motivation, Embarrassment and the Intention of Being Physically Active During Adolescence |
| title_sort | influence of physical education teachers on motivation, embarrassment and the intention of being physically active during adolescence |
| topic | physical education physical activity motivation embarrassment adolescence |
| url | http://hdl.handle.net/10835/7389 |
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