Healthy physical education curriculum model and students' extracurricular sports participation --test based on the trans-contextual model of motivation

Xiaoliang Hao; Yunyun Yang

doi:10.1186/s12889-022-14483-0

Healthy physical education curriculum model and students' extracurricular sports participation --test based on the trans-contextual model of motivation

BMC Public Health. 2022 Nov 15;22(1):2079. doi: 10.1186/s12889-022-14483-0.

Authors

Xiaoliang Hao¹, Yunyun Yang²

Affiliations

¹ College of Physical Education, Taiyuan University of Technology, 79 Yingze West Street, Taiyuan City, 030024, Shanxi Province, China. haoxiaoliang@tyut.edu.cn.
² College of Electrical and Power Engineering, Taiyuan University of Technology, 79 Yingze West Street, Taiyuan City, 030024, Shanxi Province, China.

Abstract

Background: In recent years, the mental health level and physical activity level of Chinese teenagers are not ideal, and all sectors of society are actively reversing this bad situation. The purpose of this study is to test the influence of healthy physical education curriculum model on middle school students' extracurricular sports participation based on the trans-contextual model of motivation (TCM).

Methods: The trial adopts quasi-experimental design comparing equivalent groups. The experimental group adopted the healthy physical education curriculum model in physical education (PE), and the control group adopted the technical-traditional teaching. During the 12 weeks intervention, 327 junior school freshmen completed the test of TCM variables four times as the pre-test, test 2, test 3 and post-test of this experimental study.

Results: After the intervention, students' perceived need support in PE, autonomous motivation in PE, autonomous motivation in leisure time (LT)and the amount of extracurricular sports activities in the experimental group have increased significantly. The perceived need support of experimental group students can predict autonomous motivation in PE positively (β = 0.385, P<.001); Autonomous motivation in PE can predict autonomous motivation in LT positively (β = 0.462, P<.001); Autonomous motivation in LT can predict the intention of extracurricular sports participation positively, and the direct effect was significant (β = 0.172, P<.01), the total indirect effect was significant (β = 0.382, P<.001), the indirect effect of subjective norms was not significant (P>.05); Extracurricular sports participation intention can predict the amount of extracurricular sports activities positively (β = 0.327, P<.001).

Conclusions: The structural characteristics of healthy physical education curriculum model provide need support for students' learning, improve students' autonomous motivation in and out of PE, and finally promote students' participation in extracurricular sports.

Keywords: Health; Motivation; Physical activity; Transcontextual model.

Publication types

Research Support, Non-U.S. Gov't

MeSH terms

Adolescent
Curriculum
Health Status
Humans
Motivation*
Personal Autonomy
Physical Education and Training*
Students / psychology