Participation in a school-based walking intervention changes the motivation to undertake physical activity in middle-school students

Autor: Franco Miglio, Danilo Marasso, Alberto Rainoldi, Davide Alossa, Paolo Riccardo Brustio, Gennaro Boccia, Emanuela Rabaglietti, Paolo Moisè, Anna Mulasso
Jazyk: angličtina
Rok vydání: 2018
Předmět:
Male
European People
Physiology
lcsh:Medicine
Social Sciences
Walking
Developmental psychology
Families
0302 clinical medicine
Promotion (rank)
Sociology
Medicine and Health Sciences
Psychology
Ethnicities
Public and Occupational Health
030212 general & internal medicine
lcsh:Science
Children
Morning
media_common
Multidisciplinary
Schools
Sports Science
Italian People
Female
Social status
Research Article
Sports
Adolescent
Energy (esotericism)
media_common.quotation_subject
education
Context (language use)
Education
03 medical and health sciences
Kilometer
Intervention (counseling)
Humans
Students
Exercise
Behavior
Analysis of Variance
Motivation
Biological Locomotion
lcsh:R
Cognitive Psychology
Biology and Life Sciences
Peer group
030229 sport sciences
Physical Activity
Socioeconomic Factors
Age Groups
People and Places
Recreation
Cognitive Science
lcsh:Q
Population Groupings
Neuroscience
Zdroj: PLoS ONE
PLoS ONE, Vol 13, Iss 9, p e0204098 (2018)
Popis: The motivation to perform physical activity is a crucial factor in achieving a persistent active lifestyle. However, motivation decreases with increasing age from childhood to adolescence. The promotion of physical activity in educational settings might be an important tool to increase motivation and, consequently, to decrease sedentary behavior. The aim of this study was to explore the effect of a 4-month school-based walking intervention on motivation to participate in physical activity among Italian middle-school students. This study included 276 students (mean age 13 ± 1 years, 41.3% female). A total of 138 students (intervention group) participated in a brief walking intervention that was added to their routine daily school activity, while a convenience sample of 138 students performed the routine daily school activity. The activity consisted of walking one kilometer outside of school buildings during the morning break. Motivation data were collected before and after the walking breaks using the Participation Motivation Questionnaire (PMQ). Controlling for age, significant interactions between group and time were observed in the “Social Status” [F(1,273) = 4.851; p = 0.028], “Team” [F(1,273) = 6.015; p = 0.015] and “Energy Release” components [F(1,273) = 8.527; p = 0.038]. Specifically, a significant decrease in the “Social Status” components of the PMQ and an increase in the “Team” and “Energy Release” components were observed in the intervention group. On the contrary. control group showed an increase in “Social Status” and a decrease in the “Team” and “Energy Release” components. Within this developmental context, incorporation of the walking activity helped to modify the motivational orientation towards physical activity to include more intrinsic factors, which were related to the possibility of remaining with classmates and peer groups and releasing a surplus of energy.
Databáze: OpenAIRE
Externí odkaz: