Cultivating College Students’ Motivation in Physical Education Through Sport Education Model in COVID-19 Era: A Prospective Cohort Study

Authors

  • Longxi Li Center for Leadership in Athletics, University of Washington
  • Michael Louis Springfield College
  • Michelle E. Moosbrugger Springfield College

DOI:

https://doi.org/10.18666/TPE-2024-V81-I2-11605

Abstract

This study aimed to investigate the effectiveness of implementing the Sport Education Model on college students’ well-being and motivation in physical education (PE) during the COVID-19 pandemic. Healthy college students (49.8% female; 50.2% male; N = 255; Mage = 18.87 ± 0.92 years) were recruited from two waves of data collection. The experimental group (n = 130) was enrolled in courses that implemented the Sport Education model. Comparisons were made to the control group (n = 125), which was enrolled in courses with direct instruction. Both groups engaged in a 15-week face-to-face intervention. Student motivation, goal orientation, perceived climate, self-efficacy in exercise, perceived stress, and psychological distress were measured through an omnibus electronic questionnaire at pre- and posttest. A series of 2 (group) × 2 (time) mixed factorial multivariate analyses of variance and analyses of variance with follow-up post hoc analysis demonstrated small-to-moderate effects for the intervention. Intrinsic motivation (interest enjoyment and effort importance), task orientation, and task-involving climate significantly increased from pre- to posttest in the Sport Education group. Mental wellness improved, and psychological distress symptoms and perceived stress decreased significantly from pre- to posttest for both groups. The findings demonstrate the effectiveness of implementing Sport Education in creating a student-centered, task-involving climate and cultivating college students’ motivation in PE. Engaging in face-to-face PE sessions is likely to improve college students’ well-being in COVID-19 era.

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Published

2024-03-14

Issue

Vol. 81 No. 2 (2024)

Section

Articles

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