Students’ Motivational and Emotional Experiences in Physical Education across Profiles of Extracurricular Physical Activity: The Influence in the Intention to Be Active

Sebastián Fierro-Suero, Eduardo José Fernández-Ozcorta and Pedro Sáenz-López
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Sebastián Fierro-Suero: Faculty of Education, Psychology and Sport Sciences, Universidad de Huelva, Avda. Tres de marzo s/n, 21071 Huelva, Spain
Eduardo José Fernández-Ozcorta: Department of Physical Activity and Sports, Center for University Studies Cardenal Spínola CEU, University of Seville Attached Centre-Spain, 41930 Bormujos, Spain
Pedro Sáenz-López: Faculty of Education, Psychology and Sport Sciences, Universidad de Huelva, Avda. Tres de marzo s/n, 21071 Huelva, Spain

IJERPH, 2022, vol. 19, issue 15, 1-17

Abstract: This study examined the relationship between extracurricular physical activity (PA) levels and students’ motivational and emotional experience during physical education (PE) classes and how this psychological experience can predict the intention to be physically active. The sample consisted of 811 Spanish secondary education students (371 boys and 440 girls) aged between 11 and 17 years (M = 13.15, SD = 1.16). Students completed questionnaires about their PA levels, their intention to be physically active, and their motivational and emotional experience during PE classes. A cluster analysis was used to classify the students according to their level of extracurricular PA. Based on a regression analysis, the variables enjoyment, pride, hopelessness, competence, satisfaction, and autonomous motivation played the highest role, predicting the intention to be physically active in the future. Statistical differences were found among the different PA profiles in these variables during the PE classes (MANCOVA). In conclusion, hours of PA outside school have a high relationship with the students’ emotional and motivational experience in their PE classes, which is related with the intention to practise PA in the future. A series of strategies have been proposed at both the institutional level and the teacher level to improve the PE psychological experience of those students who practise less extracurricular PA.

Keywords: intention to be physically active; basic psychological needs; autonomous motivation; control-value theory; self-determination (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2022
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (3)

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