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Physical Activity Programs in Shanxi Province Schools in China: Effects of In-School and After-School Delivery on Students’ Motivational and Social Outcomes

Author

Listed:
  • Juan He

    (Department of Sport, Gdansk University of Physical Education and Sport, 80-336 Gdansk, Poland)

  • Hongli Yu

    (Department of Sport, Gdansk University of Physical Education and Sport, 80-336 Gdansk, Poland)

  • Man Jiang

    (Department of Sport, Gdansk University of Physical Education and Sport, 80-336 Gdansk, Poland)

  • Anna Szumilewicz

    (Department of Sport, Gdansk University of Physical Education and Sport, 80-336 Gdansk, Poland)

Abstract

Effective physical activity (PA) programs may enhance students’ awareness, competence, and motivation to participate in PA in the future for their health and mental well-being. The most effective way to accomplish this is through in-school and after-school activities. However, certain obstacles (traditional ways) may prevent some students from gaining these benefits. By eliminating these and other barriers, transforming after-school PA programs into in-school PA programs can enhance access to PA services. Despite this, the change in learning context from after-school to in-school may affect student engagement and program effectiveness by altering the interaction between students and teachers. Self-determination theory was employed to explain how the learning context affects motivation and social outcomes in PA programs for primary school students. The study involved 513 students from 12 different schools in Shanxi Province, China, in 2022. They represented 46.24% girls and 53.76% boys, ranging in age from 9 to 12. Teachers conducted PA programs to motivate students to participate in healthy activities. Assessment of student–teacher interactions, psychological needs satisfaction, and motivation was conducted among PA students through questionnaires. Relationships between students and teachers were incorporated into a structural equation model as direct and mediated determinants of motivation for attendance PA programs. There is agreement between the results and the hypothesized model, which predicts higher levels of psychological need satisfaction and higher levels of intrinsic motivation. In addition, the learning context only negatively affects less-self-determined motivations. Results confirm that positive perceptions of teachers by students play a significant role in promoting incentives for PA program participation in more self-determined manners. Furthermore, innovative strategies to reduce the detrimental effects of long-standing institutional structures and procedures should be considered and incorporated into in-school programs that motivate students to participate in these programs.

Suggested Citation

  • Juan He & Hongli Yu & Man Jiang & Anna Szumilewicz, 2023. "Physical Activity Programs in Shanxi Province Schools in China: Effects of In-School and After-School Delivery on Students’ Motivational and Social Outcomes," Sustainability, MDPI, vol. 15(10), pages 1-14, May.
  • Handle: RePEc:gam:jsusta:v:15:y:2023:i:10:p:8080-:d:1148108
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    References listed on IDEAS

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    1. Hongli Yu & Juan He & Anna Szumilewicz, 2022. "Pregnancy Activity Levels and Impediments in the Era of COVID-19 Based on the Health Belief Model: A Cross-Sectional Study," IJERPH, MDPI, vol. 19(6), pages 1-18, March.
    2. Fei Xin & Si-Tong Chen & Cain Clark & Jin-Tao Hong & Yang Liu & Yu-Jun Cai, 2020. "Relationship between Fundamental Movement Skills and Physical Activity in Preschool-aged Children: A Systematic Review," IJERPH, MDPI, vol. 17(10), pages 1-17, May.
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