Motivational Profiles in Physical Education: Differences at the Psychosocial, Gender, Age and Extracurricular Sports Practice Levels
The objective of this study was to analyze the motivational profiles of Physical Education (PE) students and assess differences based on the perception of the support of autonomy, the intention to be physically active, satisfaction with classes, gender, age, and extracurricular sports activities. A...
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| Format: | Article |
| Language: | English |
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MDPI AG
2023-01-01
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| Series: | Children |
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| Online Access: | https://www.mdpi.com/2227-9067/10/1/112 |
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| author | Diego Andrés Heredia-León Alfonso Valero-Valenzuela Alberto Gómez-Mármol David Manzano-Sánchez |
| author_facet | Diego Andrés Heredia-León Alfonso Valero-Valenzuela Alberto Gómez-Mármol David Manzano-Sánchez |
| author_sort | Diego Andrés Heredia-León |
| collection | DOAJ |
| description | The objective of this study was to analyze the motivational profiles of Physical Education (PE) students and assess differences based on the perception of the support of autonomy, the intention to be physically active, satisfaction with classes, gender, age, and extracurricular sports activities. A cross-sectional descriptive study was carried out with a sample of 2621 students, aged 8 to 18 years (<i>M</i> = 14.16, <i>SD</i> = 2.28). An analysis of profiles was implemented, taking into account the motivation and the index of psychological mediators. The result of the cluster analysis gave a solution to four motivational profiles: high quality (<i>n</i> = 1094), low quantity (<i>n</i> = 292), low quality (<i>n</i> = 555), and high quantity (<i>n</i> = 680). Students grouped in the high quantity and quality profile presented higher levels of autonomy support, physical activity intention, enjoyment, and lower levels of boredom. Male participants, younger students, and those who participated in extracurricular activity were associated with self-determined profiles. In conclusion, the importance of promoting the satisfaction of basic psychological needs and autonomous motivation in PE classes is highlighted, in order to achieve higher values in terms of autonomy support, the intention to be physically active, enjoyment, and to reduce boredom levels in students. |
| first_indexed | 2024-03-09T13:10:04Z |
| format | Article |
| id | doaj.art-dc4dbc5df86749f8ba4090599f585e5d |
| institution | Directory Open Access Journal |
| issn | 2227-9067 |
| language | English |
| last_indexed | 2024-03-09T13:10:04Z |
| publishDate | 2023-01-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Children |
| spelling | doaj.art-dc4dbc5df86749f8ba4090599f585e5d2023-11-30T21:43:56ZengMDPI AGChildren2227-90672023-01-0110111210.3390/children10010112Motivational Profiles in Physical Education: Differences at the Psychosocial, Gender, Age and Extracurricular Sports Practice LevelsDiego Andrés Heredia-León0Alfonso Valero-Valenzuela1Alberto Gómez-Mármol2David Manzano-Sánchez3Faculty of Sport Sciences, University of Murcia, 30100 Murcia, SpainFaculty of Sport Sciences, University of Murcia, 30100 Murcia, SpainFaculty of Education, University of Murcia, 30100 Murcia, SpainFaculty of Sport Sciences, University of Murcia, 30100 Murcia, SpainThe objective of this study was to analyze the motivational profiles of Physical Education (PE) students and assess differences based on the perception of the support of autonomy, the intention to be physically active, satisfaction with classes, gender, age, and extracurricular sports activities. A cross-sectional descriptive study was carried out with a sample of 2621 students, aged 8 to 18 years (<i>M</i> = 14.16, <i>SD</i> = 2.28). An analysis of profiles was implemented, taking into account the motivation and the index of psychological mediators. The result of the cluster analysis gave a solution to four motivational profiles: high quality (<i>n</i> = 1094), low quantity (<i>n</i> = 292), low quality (<i>n</i> = 555), and high quantity (<i>n</i> = 680). Students grouped in the high quantity and quality profile presented higher levels of autonomy support, physical activity intention, enjoyment, and lower levels of boredom. Male participants, younger students, and those who participated in extracurricular activity were associated with self-determined profiles. In conclusion, the importance of promoting the satisfaction of basic psychological needs and autonomous motivation in PE classes is highlighted, in order to achieve higher values in terms of autonomy support, the intention to be physically active, enjoyment, and to reduce boredom levels in students.https://www.mdpi.com/2227-9067/10/1/112theory of self-determinationmotivationbasic psychological needscluster analysisstudents |
| spellingShingle | Diego Andrés Heredia-León Alfonso Valero-Valenzuela Alberto Gómez-Mármol David Manzano-Sánchez Motivational Profiles in Physical Education: Differences at the Psychosocial, Gender, Age and Extracurricular Sports Practice Levels Children theory of self-determination motivation basic psychological needs cluster analysis students |
| title | Motivational Profiles in Physical Education: Differences at the Psychosocial, Gender, Age and Extracurricular Sports Practice Levels |
| title_full | Motivational Profiles in Physical Education: Differences at the Psychosocial, Gender, Age and Extracurricular Sports Practice Levels |
| title_fullStr | Motivational Profiles in Physical Education: Differences at the Psychosocial, Gender, Age and Extracurricular Sports Practice Levels |
| title_full_unstemmed | Motivational Profiles in Physical Education: Differences at the Psychosocial, Gender, Age and Extracurricular Sports Practice Levels |
| title_short | Motivational Profiles in Physical Education: Differences at the Psychosocial, Gender, Age and Extracurricular Sports Practice Levels |
| title_sort | motivational profiles in physical education differences at the psychosocial gender age and extracurricular sports practice levels |
| topic | theory of self-determination motivation basic psychological needs cluster analysis students |
| url | https://www.mdpi.com/2227-9067/10/1/112 |
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