A tailored physical education program enhances elementary students' self‐efficacy, attitudes, and motivation to engage in physical activity

Achieving adequate physical activity is an important health goal that many elementary school students are not meeting during the school day. The physical activity leadership (PAL) Program was designed to provide individually tailored supports to improve the quantity and quality of physical activity...

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Bibliographic Details
Published in:	Psychology in the schools Vol. 60; no. 9; pp. 3419 - 3434
Main Authors:	Dutrisac, Shannah, Bearden, Anomi G., Borgel, Jazmyn, Weddell, Rob, Jones, Mark, Oddie, Scott
Format:	Journal Article
Language:	English
Published:	Hoboken Wiley 01-09-2023 Wiley Subscription Services, Inc
Subjects:	Attitudes Children Educational programs Efficacy Elementary School Students Elementary schools Exercise Grade 4 Grade 5 Health education Individualized Instruction Intervention Leadership Learner Engagement Motivation Perceptions Physical ability Physical Activities Physical activity Physical Education Physical fitness Program Effectiveness schools Self Efficacy Student Attitudes Student Motivation Students Teachers
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Summary:	Achieving adequate physical activity is an important health goal that many elementary school students are not meeting during the school day. The physical activity leadership (PAL) Program was designed to provide individually tailored supports to improve the quantity and quality of physical activity in schools, as well as promote improvements in self‐efficacy, attitudes, and motivation for physical activity. Self‐efficacy, attitudes, and motivation are three key factors in predicting increases in physical activity, and consequently serve as the cognitive‐affective variables examined in the present study. A sample of 117 fourth‐ and fifth‐grade students and 22 teachers completed several quantitative and open‐ended feedback measures before and after a district‐wide physical activity intervention. Results indicated the PAL Program was highly beneficial to all participants, and several key measures (negative attitudes, motivation to exercise, and perceptions of physical ability) were significantly impacted in the anticipated direction. Open‐ended feedback data collected from teachers involved also suggests that the program was well‐received and was perceived as beneficial. This study provides additional evidence in support of individually tailored physical education interventions. Practitioner Points The physical activity leadership (PAL) Program provided tailored supports to improve quantity and quality of physical activity in schools, as well as promote improvements in elementary children's self‐efficacy, attitudes, and motivation for physical activity. The PAL Program significantly decreased negative attitudes towards exercise, increased motivation to exercise, and enhanced perceptions of physical ability in children. Students and teachers reported benefits to participating in the program, suggesting that a tailored PE intervention such as this is of value to implement in elementary schools.
ISSN:	0033-3085 1520-6807
DOI:	10.1002/pits.22927