Thesis Abstract

Abstract
Physical activity among students is a crucial component of overall health and well-being. This research project aimed to investigate the impact of a three-year school-initiated program on students' physical activity levels, enjoyment of physical education, and the motivational determinants influencing their participation. The study involved a longitudinal approach, following a cohort of students over the course of three academic years. The program was designed to promote physical activity both during school hours and in extracurricular settings. Various physical education initiatives, sports clubs, and health education sessions were implemented to create a supportive environment for students to engage in regular physical activity. The enjoyment of physical education was assessed through surveys and focus group discussions to capture students' subjective experiences and perceptions. Motivational determinants, including intrinsic motivation, self-efficacy, and social support, were evaluated using validated scales and questionnaires. The research aimed to explore how these factors evolved over the three-year period and how they influenced students' participation in physical activities. Longitudinal data analysis techniques were employed to track changes in physical activity levels and motivational determinants across different stages of the program. The findings of the study highlighted the positive impact of the school-initiated program on students' physical activity levels and enjoyment of physical education. Over the three-year period, there was a noticeable increase in the overall physical activity participation rates among the students involved in the program. The students also reported higher levels of enjoyment in physical education classes and extracurricular sports activities. Furthermore, the research identified key motivational determinants that played a significant role in influencing students' engagement in physical activities. Intrinsic motivation emerged as a crucial factor driving sustained participation, while improvements in self-efficacy and social support were also linked to increased physical activity levels. These findings underscore the importance of creating a supportive environment that fosters motivation and enjoyment in physical education and extracurricular activities. Overall, the results of this study provide valuable insights into the effectiveness of school-initiated programs in promoting physical activity among students. By addressing motivational determinants and enhancing the enjoyment of physical education, schools can play a vital role in instilling healthy habits and active lifestyles in young individuals.

Thesis Overview

1.1 INTRODUCTION 

The World Health Organization (2010) has identified physical inactivity as the fourth highest risk factor for global mortality. International guideline propose that children and youth should engage themselves in 60 minutes of daily moderate to vigorous physical activity (MVPA) to accrue necessary health benefits (World Health Organization, 2010; 2013). However, less than one third of 13- year-olds, for instance, in Canada, France, Germany, Russia, U.S. and Finland meet the recommendation and physical activity (PA) continues to decline with age (Currie et al., 2012; Dumith et al., 2011; Telford et al., 2013; Troiano et al., 2008; Veitch et al., 2010; Yli-Piipari, 2011). Thus, the promotion of health and PA has become a universal challenge (Coulter & Woods, 2011). Patterns of activity in adulthood are often established during adolescence (Telama et al., 2005), making this an important period for promoting PA. School physical education (PE) is the only structured setting with a possibility to ensure that all children can engage in activities to meet the recommendations, as these institutions are capable of providing knowledge and skills to the target population at minimal additional cost to the community (McKenzie, 2007). Previous research has found that PE motivation is a key factor underlying PA (Chen, 2001; Hagger et al., 2003; Ntoumanis et al., 2004) and corresponds to transfer of behavior across contexts for greater total PA (Ferrer-Caja & Weiss, 2000; Hagger, 2014; Kalaja, 2012; Yli-Piipari, 2011). Several scholars have advocated that schools should place a higher priority on encouraging young people to engage greater daily physical activity, especially out-of-school (e.g., Flohr, Todd, & Tudor-Locke; 2006; Hagger et al., 2009; Lytle et al., 2009). Furthermore, a number of interventions have shown school-based PA interventions to be successful in terms of health related outcomes (Dobbins et al., 2013; Strong et al., 2005) and PA engagement (e.g., Carrell et al., 2005; Schneider Jamner et al., 2004; Simon et al., 2004; Ward, 2011; Webber et al., 2008). However, multilevel interventions including the most widely used social-cognitive motivational theories have not been implemented in school PE settings. To address this, the European Union funded Sotkamo Physical Activity as Civil Skill Program (2010-2014) was implemented to prevent long-term effects of inactivity on children’s and youth’s wellness and health. Grade 5 to 9 students’ PA participation was enhanced during school days. This study was designed to examine the effects of the current program. The present study extends the previous findings by investigating the associations of students’ PE motivation and MVPA using the essential features of the Achievement goal theory (Nicholls, 1989), the Self-Determination theory (Deci & Ryan, 1985; 1991; 2000), and the Expectancy-value theory (Eccles et al., 1983) in order to understand exercise motivation in a way that a single perspective may not be completely able to capture (Hulleman et al., 2008). The study, therefore, yields important information about the development of MVPA from childhood to early adolescence and the social-cognitive motivational processes behind MVPA engagement. Such information can be utilized in various practical applications, as PE teacher education and supplement training by giving better understanding of the development of adolescents´ MVPA patterns and their motivational determinants.