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Purpose:A primary goal of physical education is to develop physically literate individuals with the knowledge, skills, and confidence necessary for a physically active lifestyle. Guided by the expectancy-value and interest motivation theories, the purpose of this study was to identify the relationship between students' motivation and health-related fitness knowledge developed in physical education and their after-school physical activity participation.Method:Third-, 4th-, and 5th-grade students (N = 293) from 6 elementary schools in a large metropolitan school district in the United States provided data on expectancy beliefs and perceived task values, situational interest, health-related fitness knowledge, and after-school physical activity. Data were analyzed using descriptive statistics and a simultaneous multiple regression model.Results:It was found that expectancy beliefs (β = .20,t = 2.16,p = .03) and perceived exploration demand (β = .25,t = 2.58,p = .01), a source for situational interest, were positively related to after-school physical activity. The 2 variables, however, accounted for only 11.2% of the variances for children's after-school physical activity participation.Conclusion:This study demonstrates that students' active exploration and expectancy beliefs for success in physical education have limited influence on leisure-time physical activity participation. [ABSTRACT FROM PUBLISHER]

In this study, I explored the impact of exergaming on in-class physical activity (PA) and motivation in physical education. Elementary children participated in a 4-week exergaming unit and a 4-week fitness unit. A t test showed the children's in-class PA in the exergaming unit was significantly lower than in the fitness unit. Results also indicated that students' situational interest in exergaming was significantly higher than in the fitness unit at the beginning and end of instruction. Children's interest declined significantly in both units and at the same rate. The evidence suggests that exergames may have strong motivational power, but it is premature to claim they will increase physical activity enough for children to receive health benefits in physical education. [ABSTRACT FROM AUTHOR]

ABSTRACT BACKGROUND Research suggests participation in sports is an important contributor to overall adolescent physical activity ( PA). Sports play has become increasingly important in physical education ( PE) classes as a means for promoting healthful and enjoyable PA. Research is needed that investigates physiological and perceptual responses to sport play. METHODS We studied 101 (55 males; 46 females, age 11-14) students who participated in flag football ( FF), basketball ( BB), and flag rugby ( FR). Activity counts were collected using accelerometers. Perceived competence and enjoyment were measured using the intrinsic motivation inventory. RESULTS Each sport activity produced acceptable levels of activity and positive perceptual responses, but differences among sports were noted. Accelerometry data indicated that FR and BB were more intense than FF (p < .001). Perceptual data indicated participation in FR elicited higher perceptions of competence and greater enjoyment when compared to FF and BB (p < .001). CONCLUSIONS Participation in sport activity within middle school PE classes provides excellent opportunities for energy expenditure and positive perceptual responses. Most importantly, FR provides an activity stimulus that has potential benefits both physiologically and psychologically. [ABSTRACT FROM AUTHOR]