Pupils’ experiences of autonomy, competence and relatedness in a physical activity intervention

Publikation: Konferencebidrag uden forlag/tidsskriftPosterForskning

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Resumé

Introduction:Physicalactivityatschoolcanbebeneficialtoallchildren’spsychosocialwell-being,ifaninclusiveandsupportiveenvironmentiscreated.ThepurposeofthisstudywastoinvestigatehowpupilsexperiencedaschoolphysicalactivityinterventionbasedonSelf-DeterminationTheoryandtoassesshowitaffectedthepupils’senseofcompetence,autonomyandrelatedness.
Methods:Themulticomponentinterventioncomprisedrecess,in-classactivitiesandPEandlastedoneschoolyear.Twogradefourclasses(ages9–10)andtwogradesixclasses(ages12–13)attwoparticipatingschoolswereselectedforaqualitativecasestudy.Tensemi-structuredfocusgroupinterviewswerecarriedout,involving36pupils.Thedatawereanalysedbasedontheprinciplesofdeductivecontentanalysis
Results: Findings showed that the pupils’ sense of relatedness was central to well-being and influenced their sense of competence and autonomy. Changing the physical activity climate to focus on competence development instead of competition was challenging, but resulted in positive experiences, especially for pupils with limited motivation. Finally, while being given influence and choice evidently promoted the sense of autonomy, some pupils felt uncomfortable with a responsibility involving others.
Conclusion: The findings from the current study support the basic principles of SDT, and point to some practical challenges in implementing a SDT-based PA intervention in a Danish school setting. A socially inclusive environment was found to be crucial to pupils’ well-being at school, and influenced the sense of both competence and autonomy.
OriginalsprogDansk
Publikationsdato16. okt. 2018
StatusUdgivet - 16. okt. 2018
Begivenhed7th ISPAH Congress - Queen Elizabeth II Conference Centre, London, Storbritannien
Varighed: 15. okt. 201817. okt. 2018
https://www.phe-events.org.uk/hpa/frontend/reg/tAgendaWebsite.csp?pageID=277578&ef_sel_menu=3275&eventID=671&mode=

Konference

Konference7th ISPAH Congress
LokationQueen Elizabeth II Conference Centre
LandStorbritannien
ByLondon
Periode15/10/201817/10/2018
Internetadresse

Citer dette

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title = "Pupils’ experiences of autonomy, competence and relatedness in a physical activity intervention",
abstract = "Introduction:Physicalactivityatschoolcanbebeneficialtoallchildren’spsychosocialwell-being,ifaninclusiveandsupportiveenvironmentiscreated.ThepurposeofthisstudywastoinvestigatehowpupilsexperiencedaschoolphysicalactivityinterventionbasedonSelf-DeterminationTheoryandtoassesshowitaffectedthepupils’senseofcompetence,autonomyandrelatedness.Methods:Themulticomponentinterventioncomprisedrecess,in-classactivitiesandPEandlastedoneschoolyear.Twogradefourclasses(ages9–10)andtwogradesixclasses(ages12–13)attwoparticipatingschoolswereselectedforaqualitativecasestudy.Tensemi-structuredfocusgroupinterviewswerecarriedout,involving36pupils.ThedatawereanalysedbasedontheprinciplesofdeductivecontentanalysisResults: Findings showed that the pupils’ sense of relatedness was central to well-being and influenced their sense of competence and autonomy. Changing the physical activity climate to focus on competence development instead of competition was challenging, but resulted in positive experiences, especially for pupils with limited motivation. Finally, while being given influence and choice evidently promoted the sense of autonomy, some pupils felt uncomfortable with a responsibility involving others.Conclusion: The findings from the current study support the basic principles of SDT, and point to some practical challenges in implementing a SDT-based PA intervention in a Danish school setting. A socially inclusive environment was found to be crucial to pupils’ well-being at school, and influenced the sense of both competence and autonomy.",
author = "Anne-Didde Holt and S{\o}ren Smedegaard and Pawlowski, {Charlotte Skau} and Thomas Skovgaard and Christiansen, {Lars Breum Skov}",
year = "2018",
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note = "7th ISPAH Congress ; Conference date: 15-10-2018 Through 17-10-2018",
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Pupils’ experiences of autonomy, competence and relatedness in a physical activity intervention. / Holt, Anne-Didde; Smedegaard, Søren; Pawlowski, Charlotte Skau; Skovgaard, Thomas; Christiansen, Lars Breum Skov.

2018. Poster session præsenteret på 7th ISPAH Congress, London, Storbritannien.

Publikation: Konferencebidrag uden forlag/tidsskriftPosterForskning

TY - CONF

T1 - Pupils’ experiences of autonomy, competence and relatedness in a physical activity intervention

AU - Holt, Anne-Didde

AU - Smedegaard, Søren

AU - Pawlowski, Charlotte Skau

AU - Skovgaard, Thomas

AU - Christiansen, Lars Breum Skov

PY - 2018/10/16

Y1 - 2018/10/16

N2 - Introduction:Physicalactivityatschoolcanbebeneficialtoallchildren’spsychosocialwell-being,ifaninclusiveandsupportiveenvironmentiscreated.ThepurposeofthisstudywastoinvestigatehowpupilsexperiencedaschoolphysicalactivityinterventionbasedonSelf-DeterminationTheoryandtoassesshowitaffectedthepupils’senseofcompetence,autonomyandrelatedness.Methods:Themulticomponentinterventioncomprisedrecess,in-classactivitiesandPEandlastedoneschoolyear.Twogradefourclasses(ages9–10)andtwogradesixclasses(ages12–13)attwoparticipatingschoolswereselectedforaqualitativecasestudy.Tensemi-structuredfocusgroupinterviewswerecarriedout,involving36pupils.ThedatawereanalysedbasedontheprinciplesofdeductivecontentanalysisResults: Findings showed that the pupils’ sense of relatedness was central to well-being and influenced their sense of competence and autonomy. Changing the physical activity climate to focus on competence development instead of competition was challenging, but resulted in positive experiences, especially for pupils with limited motivation. Finally, while being given influence and choice evidently promoted the sense of autonomy, some pupils felt uncomfortable with a responsibility involving others.Conclusion: The findings from the current study support the basic principles of SDT, and point to some practical challenges in implementing a SDT-based PA intervention in a Danish school setting. A socially inclusive environment was found to be crucial to pupils’ well-being at school, and influenced the sense of both competence and autonomy.

AB - Introduction:Physicalactivityatschoolcanbebeneficialtoallchildren’spsychosocialwell-being,ifaninclusiveandsupportiveenvironmentiscreated.ThepurposeofthisstudywastoinvestigatehowpupilsexperiencedaschoolphysicalactivityinterventionbasedonSelf-DeterminationTheoryandtoassesshowitaffectedthepupils’senseofcompetence,autonomyandrelatedness.Methods:Themulticomponentinterventioncomprisedrecess,in-classactivitiesandPEandlastedoneschoolyear.Twogradefourclasses(ages9–10)andtwogradesixclasses(ages12–13)attwoparticipatingschoolswereselectedforaqualitativecasestudy.Tensemi-structuredfocusgroupinterviewswerecarriedout,involving36pupils.ThedatawereanalysedbasedontheprinciplesofdeductivecontentanalysisResults: Findings showed that the pupils’ sense of relatedness was central to well-being and influenced their sense of competence and autonomy. Changing the physical activity climate to focus on competence development instead of competition was challenging, but resulted in positive experiences, especially for pupils with limited motivation. Finally, while being given influence and choice evidently promoted the sense of autonomy, some pupils felt uncomfortable with a responsibility involving others.Conclusion: The findings from the current study support the basic principles of SDT, and point to some practical challenges in implementing a SDT-based PA intervention in a Danish school setting. A socially inclusive environment was found to be crucial to pupils’ well-being at school, and influenced the sense of both competence and autonomy.

M3 - Poster

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