Relationship among pupil motivation, physical literacy, physical activity and health-related well-being

: (Alternative Format Thesis)

Abstract

The aim of this thesis was to provide insight into the relationship among pupil motivation, physical literacy, physical activity, and health-related well-being. Building upon an initial review of literature, a series of individual studies were conducted. Firstly, Chapter 2 provides one of the first empirical studies to support the positive outcomes associated with physical literacy. In a sample of 187 early adolescents, positive relationships were established between physical literacy and engagement in physical education (PE), leisure time exercise, and subjective well-being. Subsequently, in Chapter 3, the motivational framework of self-determination theory was used to test a potential model for supporting adolescent physical literacy. In a sample of 269 adolescents, support for the basic psychological needs of autonomy, competence and relatedness was found to positively relate to physical literacy via the development of more autonomous motivational regulations. In Chapter 4, theory and evidence from Chapters 2 and 3 were systematically drawn together via an intervention mapping approach to specifically outline an innovative, school based PE intervention to support adolescent physical literacy, motivation, physical activity, and health-related well-being. Subsequently, in Chapter 5, using mixed methods, teacher and pupil’s (n = 55) lived experience of the intervention were explored to optimise the intervention programme. Finally, and in Chapter 6, the evidence drawn from subsequent Chapters were consolidated and applied to future PE contexts (i.e., post-COVID) through the proposal of blended-gamified approaches. Taken collectively, the overall body of work provides further insight relating to the under researched topic of adolescent physical literacy using a systematic and empirical basis to better understand its relationship with a range of outcomes and potential antecedents to best support its development via intervention.

Date of Award	28 Jun 2023
Original language	English
Awarding Institution	University of Bath
Supervisor	Martyn Standage (Supervisor) & Thomas Curran (Supervisor)