Project Abstract

Abstract
This study 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 underlying their participation in physical activities. The program was designed to promote physical activity among students through a variety of interventions including structured physical education classes, extracurricular sports activities, and health education sessions. A total of 500 students from three different schools participated in the study, with data collected at the beginning and end of each school year over a three-year period. Physical activity levels were assessed using self-reported measures as well as objective measures such as pedometers. Enjoyment of physical education was evaluated through surveys and interviews with students. Motivational determinants, including intrinsic motivation, extrinsic motivation, self-efficacy, and goal orientation, were measured using validated scales. Results indicated a significant increase in students' physical activity levels over the three-year period. The structured physical education classes and extracurricular sports activities were found to be particularly effective in promoting physical activity among students. Additionally, students reported a higher level of enjoyment in physical education classes, with many expressing a greater interest in participating in sports and other physical activities. The motivational determinants also showed positive changes over time, with students demonstrating higher levels of intrinsic motivation and self-efficacy as they progressed through the program. Goal orientation shifted towards a mastery approach, indicating a greater focus on personal improvement and skill development rather than competition or comparison with others. Overall, the findings suggest that a school-initiated program can have a significant impact on students' physical activity levels, enjoyment of physical education, and motivational determinants. By providing structured physical education classes, extracurricular sports activities, and health education sessions, schools can create an environment that promotes a healthy and active lifestyle among students. Future research should continue to explore the long-term effects of such programs and identify strategies to sustain and enhance their impact on students' physical activity behaviors and motivation.

Project 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.