Choosing to move: motivational differences of physically active and physically inactive urban girls

Thesis (Ed.D.)--Boston University PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would...

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Main Author: Lewis, Lisa
Language:en_US
Published: Boston University 2015
Online Access:https://hdl.handle.net/2144/12475
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spelling ndltd-bu.edu-oai-open.bu.edu-2144-124752019-01-08T15:35:16Z Choosing to move: motivational differences of physically active and physically inactive urban girls Lewis, Lisa Thesis (Ed.D.)--Boston University PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. Objectives: The objectives of this project were to: 1) Determine whether physically active urban adolescent girls were more autonomously and internally regulated in their sport and exercise behaviors than their physically inactive counterparts; 2) Identify differences in motivation profiles among physically active and physically inactive urban girls; and 3) Establish the impact sport and exercise program experience has on the physical activity motivation of urban girls. Methods: The current study compared motivation of physically active and physically inactive adolescent girls according to the continuum of motivation outlined in the Self-Determination Theory (SDT; Ryan & Deci, 1985) using the Behavioral Regulations in Exercise Questionnaire (BREQ-2, Markland & Tobin, 2004). Subjects completed a four-page questionnaire and were categorized into two groups: physically active and physically inactive, based on the 2008 Physical Activity Guidelines for Americans (children ages 6-17; USDHHS, 2008). Results: Independent sample t-tests using survey data from adolescent females (n=149) living in Boston, Massachusetts determined that 1) Physically active girls are motivated by more autonomous and internalized processes than their inactive counterparts, and 2) Physically active girls reported higher levels of intrinsic motivation, identified regulation, and introjected regulation than physically inactive girls, and physically inactive girls reported higher levels of amotivation than physically active girls. Finally, multiple regression analysis was used to determine that 3) Years of sport and physical activity program experience predicts more autonomous and internalized motivation for physical activity behaviors. Conclusions: In order to facilitate the development of lifelong physical activity habits, sport and exercise environments must be intentionally created and administered to facilitate autonomous and internal motivation for physical activity. Coaches, parents, and all those working with adolescent girls who hope to foster the development of regular habits of physical activity would best serve their youth by attempting to satisfy basic psychological needs through sport and physical activities. The relationship between development and physical activity motivation is discussed, and limitations of the current study and recommendations for future research are reviewed. 2015-08-05T00:50:26Z 2015-08-05T00:50:26Z 2012 2012 Thesis/Dissertation (ALMA)contemp https://hdl.handle.net/2144/12475 en_US Boston University
collection NDLTD
language en_US
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description Thesis (Ed.D.)--Boston University PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. === Objectives: The objectives of this project were to: 1) Determine whether physically active urban adolescent girls were more autonomously and internally regulated in their sport and exercise behaviors than their physically inactive counterparts; 2) Identify differences in motivation profiles among physically active and physically inactive urban girls; and 3) Establish the impact sport and exercise program experience has on the physical activity motivation of urban girls. Methods: The current study compared motivation of physically active and physically inactive adolescent girls according to the continuum of motivation outlined in the Self-Determination Theory (SDT; Ryan & Deci, 1985) using the Behavioral Regulations in Exercise Questionnaire (BREQ-2, Markland & Tobin, 2004). Subjects completed a four-page questionnaire and were categorized into two groups: physically active and physically inactive, based on the 2008 Physical Activity Guidelines for Americans (children ages 6-17; USDHHS, 2008). Results: Independent sample t-tests using survey data from adolescent females (n=149) living in Boston, Massachusetts determined that 1) Physically active girls are motivated by more autonomous and internalized processes than their inactive counterparts, and 2) Physically active girls reported higher levels of intrinsic motivation, identified regulation, and introjected regulation than physically inactive girls, and physically inactive girls reported higher levels of amotivation than physically active girls. Finally, multiple regression analysis was used to determine that 3) Years of sport and physical activity program experience predicts more autonomous and internalized motivation for physical activity behaviors. Conclusions: In order to facilitate the development of lifelong physical activity habits, sport and exercise environments must be intentionally created and administered to facilitate autonomous and internal motivation for physical activity. Coaches, parents, and all those working with adolescent girls who hope to foster the development of regular habits of physical activity would best serve their youth by attempting to satisfy basic psychological needs through sport and physical activities. The relationship between development and physical activity motivation is discussed, and limitations of the current study and recommendations for future research are reviewed.
author Lewis, Lisa
spellingShingle Lewis, Lisa
Choosing to move: motivational differences of physically active and physically inactive urban girls
author_facet Lewis, Lisa
author_sort Lewis, Lisa
title Choosing to move: motivational differences of physically active and physically inactive urban girls
title_short Choosing to move: motivational differences of physically active and physically inactive urban girls
title_full Choosing to move: motivational differences of physically active and physically inactive urban girls
title_fullStr Choosing to move: motivational differences of physically active and physically inactive urban girls
title_full_unstemmed Choosing to move: motivational differences of physically active and physically inactive urban girls
title_sort choosing to move: motivational differences of physically active and physically inactive urban girls
publisher Boston University
publishDate 2015
url https://hdl.handle.net/2144/12475
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