The Relationship between Physical Literacy, Participation Motivation, and Commitment to Sport in Adolescent Student-Athletes
Poster Presentation
Paper ID : 1247-SSRC
Authors
1Msc. Student of Motor Learning and Control. Department of Behavioral and Cognitive Sciences. Faculty of Sport sciences and Health. University of Tehran. Tehran. Iran.
2PhD Student of Motor Behavior, Department of Physical Education and Sports Sciences, Faculty of Literature, Humanities and Social Sciences, Islamic Azad University , Science and Research Branch, Tehran, Iran.
3PhD. Graduate of Motor Control. Department of Behavioral and Cognitive Sciences, Faculty of Sport Sciences and Health, University of Tehran, Tehran, Iran.
Abstract
Background: Physical literacy refers to a recently prominent concept focused on knowledge and understanding of physical activity, physical competence, and engagement in sports and physical activity across life span. From a behavioral aspect, physical literacy refers to lifelong participation in physical activity and is purported to be influenced by behaviors such as participation motivation (based on the degree of perceived self-determined behavior), and commitment (the desire and resolve to continue participation) to sport. However, further evidence about the relationships between physical literacy, commitment, and participation motivation is necessary in this field.
Purpose: This study aimed to investigate the relationship between physical literacy and participation motivation, commitment, and the years of sports participation of adolescent student-athletes and how these variables are associated with physical literacy.
Method: 128 K-12 student-athletes (age=17 years, mean sport participation=4.5±2.8 years) from different schools of Shahriyar City voluntarily participated in this study. They completed locally valid and reliable Adolescent Physical Literacy (APLQ), Sport Commitment, and Behavioral Regulation to Exercise (BREQ) questionnaires. Data were analyzed using Pearson’s correlation coefficient and multiple linear regression at α=0.05 level of significance via SPSS-21.
Results: The results of Pearson’s correlation coefficient showed that there was a statistically significant positive correlation between physical literacy and commitment (r=0.445, P<0.0001), physical literacy and participation motivation (r=0.428, P<0.0001), and physical literacy and years of participation (r=0.460, P<0.001). Also, a multiple regression was run to predict physical literacy from the studied variable. This model showed that all variables explain 35.5% of the variance of physical literacy, R2=0.355, F(3, 124)=22.77, P<0.0001. Commitment (B=0.335, P=0.008), participation motivation (B=0.707, P=0.007), and years of participation (B=2.07, P<0.0001) significantly added to the model and had unique contributions to the prediction of physical literacy (P<0.05).
Conclusion: The results of this study revealed that those student-athletes who have more years of participation in sport, more commitment to sport, and more participation motivation, have a higher level of physical literacy. This study only focuses on the behavioral domain of physical literacy. Considering the physical, affective, and cognitive domains would help to explain more changes in physical literacy which needs more investigation.
Purpose: This study aimed to investigate the relationship between physical literacy and participation motivation, commitment, and the years of sports participation of adolescent student-athletes and how these variables are associated with physical literacy.
Method: 128 K-12 student-athletes (age=17 years, mean sport participation=4.5±2.8 years) from different schools of Shahriyar City voluntarily participated in this study. They completed locally valid and reliable Adolescent Physical Literacy (APLQ), Sport Commitment, and Behavioral Regulation to Exercise (BREQ) questionnaires. Data were analyzed using Pearson’s correlation coefficient and multiple linear regression at α=0.05 level of significance via SPSS-21.
Results: The results of Pearson’s correlation coefficient showed that there was a statistically significant positive correlation between physical literacy and commitment (r=0.445, P<0.0001), physical literacy and participation motivation (r=0.428, P<0.0001), and physical literacy and years of participation (r=0.460, P<0.001). Also, a multiple regression was run to predict physical literacy from the studied variable. This model showed that all variables explain 35.5% of the variance of physical literacy, R2=0.355, F(3, 124)=22.77, P<0.0001. Commitment (B=0.335, P=0.008), participation motivation (B=0.707, P=0.007), and years of participation (B=2.07, P<0.0001) significantly added to the model and had unique contributions to the prediction of physical literacy (P<0.05).
Conclusion: The results of this study revealed that those student-athletes who have more years of participation in sport, more commitment to sport, and more participation motivation, have a higher level of physical literacy. This study only focuses on the behavioral domain of physical literacy. Considering the physical, affective, and cognitive domains would help to explain more changes in physical literacy which needs more investigation.
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