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A cluster randomized controlled trial of strategies to increase adolescents' physical activity and motivation in physical education: Results of the Motivating Active Learning in Physical Education (MALP) trial
Open accessAbstract
Objective Physical education (PE) programs aim to promote physical activity (PA) and reach most school-aged youth. However, PA levels within PE lessons are often low. In this cluster-randomized controlled trial, we examined the effects of three self-determination theory-based motivational strategies on PA and sedentary behavior, as well as their hypothesized antecedents during PE lessons.Methods Data were collected in Sydney, Australia (October-December 2011). After baseline testing, teachers (n=16) and their classes (n=288 students; M=13.6 years, 50.4% male) were randomly assigned to one of four teaching strategy conditions: (1) explaining relevance; (2) providing choice; (3) complete free choice; or (4) usual practice. Teachers then delivered the assigned strategy. Primary outcomes were accelerometer-assessed PA and student motivation during lessons. Secondary outcomes included sedentary behavior, perceptions of teachers' support and psychological needs satisfaction.Results The 'free choice' intervention increased PA (p<.05). 'Providing choice' and 'free choice' interventions decreased sedentary behavior (p<.05). The interventions did not influence motivation, but students' autonomy increased during both choice-based interventions (p<.05).Conclusions Promoting choice can produce short-term increases in PA and decreases in sedentary behavior, as well as increased perceived autonomy during PE lessons.
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In the citing paper
“Furthermore, providing students with brief periods of complete free choice increases their MVPA compared with a lesson led by the teacher [101, 102].”
In the citing paper
“Experimental evidence shows that providing students with the opportunity to select their activities from a range of options provided by the teacher increases their total physical activity during PE lessons [101, 102].”
In the citing paper
“This study randomized students to different teaching strategy interventions, blinded students to alternative intervention options and also assessed intervention fidelity using blinded assessors.”
From The school environment and adolescent physical activity and sedentary behaviour: a mixed-studies systematic review (2016) · cites this paper as [25]
In the citing paper
“This study randomized students to different teaching strategy interventions, blinded students to alternative intervention options and also assessed intervention fidelity using blinded assessors.”
From The school environment and adolescent physical activity and sedentary behaviour: a mixed-studies systematic review (2016) · cites this paper as [25]
In the citing paper
“This study also utilized an objective physical activity measure, which was where a number of other experimental studies fell short 26, 27, 28, 29.”
From The school environment and adolescent physical activity and sedentary behaviour: a mixed-studies systematic review (2016) · cites this paper as [25]
In the citing paper
“Most of the 11 experimental studies were of moderate quality; only one PE‐based study was deemed of high quality 25.”
From The school environment and adolescent physical activity and sedentary behaviour: a mixed-studies systematic review (2016) · cites this paper as [25]
In the citing paper
“This study randomized students to different teaching strategy interventions, blinded students to alternative intervention options and also assessed intervention fidelity using blinded assessors.”
From The school environment and adolescent physical activity and sedentary behaviour: a mixed-studies systematic review (2016) · cites this paper as [25]
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“At the conclusion of the 20-minute lessons, students completed questionnaires to measure their motivation towards the PE lesson (primary outcome) (Guay et al., 2000).”
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“Little experimental evidence from other domains exists, but correlational analyses suggest that relevance may be more important than choice in terms of students’ motivation towards academic subjects (Assor et al., 2002).”
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“Moreover, the benefits of emphasizing the relevance and meaning of an activity are strongest when combined with a number of autonomy supportive strategies (Chatzisarantis et al., 2012; Su and Reeve, 2011).”
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“It also contradicts research indicating that relevance may be more important than choice when promoting student motivation towards academic subjects (Assor et al., 2004).”
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“However, students’ MVPA levels in PE lessons are often very low (Fairclough and Stratton, 2005; Fairclough and Stratton, 2006; Lonsdale et al., 2013; Office for Standards in Education Children’s Services and Skills, 2013).”
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“To increase students’ PA levels both during and outside of PE, it is important they are sufficiently and appropriately motivated (Aelterman et al., 2012; Hagger et al., 2005; Jaakkola et al., 2008).”
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“However, there is substantial evidence that autonomy (which was positively influenced by both choice strategies) is associated with increases in autonomous motivation over time (Edmunds, 2007).”
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“Additionally, students completed questionnaires to measure their perceived autonomy (Ng et al., 2011; Standage and Gillison, 2007), competence (McAuley et al., 1989), and relatedness (Richer and Vallerand, 1998), as well as perceptions of teacher autonomy supportive behavior (Taylor and Lonsdale,…”
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“This unexpected result is similar to a recent study in school PE (Aelterman et al., 2012) and likely reduced our power to detect significant effects on this variable.”
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“However, students’ MVPA levels in PE lessons are often very low (Fairclough and Stratton, 2005; Fairclough and Stratton, 2006; Lonsdale et al., 2013; Office for Standards in Education Children’s Services and Skills, 2013).”
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“But, evidence regarding the specific effects of providing choice on motivation towards PE and MVPA during PE lessons is limited (Lonsdale et al., 2009; Ward et al., 2008) and no study has examined the effects of”
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“…questionnaires to measure their perceived autonomy (Ng et al., 2011; Standage and Gillison, 2007), competence (McAuley et al., 1989), and relatedness (Richer and Vallerand, 1998), as well as perceptions of teacher autonomy supportive behavior (Taylor and Lonsdale, 2010) (secondary outcomes).”
BackgroundMethodSelf-citationThe social context as a determinant of teacher motivational strategies in physical education
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“…decreases in sedentary time could be surprising to some as the logistical and time demands associated with supporting autonomy, such as giving more instructions and distributing more equipment (Taylor et al., 2009), could have been expected to create more opportunities for students to be sedentary.”
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Self-citationEffects of Choice on Student Motivation and Physical Activity Behavior in Physical Education
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“But, evidence regarding the specific effects of providing choice on motivation towards PE and MVPA during PE lessons is limited (Lonsdale et al., 2009; Ward et al., 2008) and no study has examined the effects of”
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Ntoumanis, N., Ng, J. Y. Y., Prestwich, A., Quested, E., Hancox, J. E., Thøgersen-Ntoumani, C., Deci, E. L., Ryan, R. M., Lonsdale, C., & Williams, G. C. (2021) · Health Psychology Review · doi:10.1080/17437199.2020.1718529 · Cited by 1,154
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“…personal functioning (see rightmost column in Table 1): classroom disengagement (Cheon et al., 2019); passivity (Reeve et al., 2020); sedentary level (Lonsdale et al., 2013); negative feelings (Flunger et al., 2019; Kaplan & Assor, 2012); problematic peer relationships (Cheon et al., 2019, 2020);…”
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“, PE or recess/lunch breaks) [16, 17] and have neglected to address the multiple opportunities for physical activity promotion that exist within and beyond the school setting [18].”
Self-citation
Metadata
- Authors
- Lonsdale, C., Rosenkranz, R. R., Sanders, T., Peralta, L. R., Bennie, A., Jackson, B., Taylor, I. M., & Lubans, D. R.
- Affiliations
- Western Sydney University (AU)
- Kansas State University (US)
- The University of Sydney (AU)
- The University of Western Australia (AU)
- Loughborough University (GB)
- University of Newcastle Australia (AU)
- Corresponding author
- Lonsdale, Chris
- ORCID
- Venue
- Preventive Medicine
- Publisher
- Elsevier BV
- Published
- 2013-11
- Volume
- 57
- Issue
- 5
- Pages
- 696-702
- ISSN
- 0091-7435 (ISSN-L)
- OpenAlex
- W4246195433
- Cited by
- 186
- References
- 40
- Citations by year
- 2026: 7 · 2025: 6 · 2024: 18 · 2023: 87 · 2022: 7 · 2021: 9 · 2020: 7 · 2019: 8 · 2018: 6 · 2017: 11 · 2016: 10 · 2015: 4 · 2014: 6
- FWCI
- 9.98
- Type
- journal article
- Language
- en
- Open access
- green
- dspace.lboro.ac.uk
- Licence
- cc-by-nc-nd
- www.elsevier.com/tdm/userlicense/1.0/ (tdm)
- Locations
- Preventive Medicine (publishedVersion)
- UWA Profiles and Research Repository (UWA) (submittedVersion)
- Research Bank (Australian Catholic University) (submittedVersion)
- Loughborough University Institutional Repository (Loughborough University) (submittedVersion, cc-by-nc-nd)
- Loughborough University Research Repository (Loughborough University) (submittedVersion, cc-by-nc-nd)
- NOVA (University of Newcastle Australia) (submittedVersion)
- Topics
- Social Sciences › Psychology › Social Psychology › Motivation and Self-Concept in Sports
- Social Sciences › Education › Physical Education and Pedagogy
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Physical Activity and Health
- Keywords
- physical activity, physical education, adolescent motivation, self-determination theory, student choice, freedom of choice, autonomy, sedentary behavior, teacher support, psychological need satisfaction
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