Methods: The 2 x 2 motivation framework was applied to understand adolescent motivation (i.e., mastery and competence) in the physical education. With IRB approval, three teachers and 136 (69 males) participants enrolled in 9th grade physical education, at a Midwestern high school, were recruited for study. The AGQ-PE motivation survey, 7-D physical activity recall, reflection questions, oral opinionnaires, and teacher questionnaires were used to collect information about participant motivation, engagement, perceptions about technology, and facilitators and inhibitors of technology integration. Student participants were randomly assigned to high tech (podcasting) or low tech health-related fitness lessons once a week for 50 minutes over a semester.
Analysis/Results: All data sources were analyzed individually and collectively. T-tests were used to determine differences between the pre/post survey and ANOVA was used to determine class, gender, or age differences. Motivation for the control group decreased from (M = 151.63; SD = 17.45) to (M = 147.27, SD = 24.54), while motivation in the treatment group significantly increased from (M = 145.63; SD = 21.35) to (M = 152.00, SD = 19.56, p < .01), thus suggesting that podcasting does increase student motivation. However, podcasting did not significantly increase physical activity (high tech Mpost = 996.38, SD =514.03 and low tech Mpost = 955.50, SD = 431.89).
Conclusions: Although, positively perceived and integrated with minimal inhibitors, podcasts alone did not increase participant engagement in physical activity. Podcasting could be a viable means for increasing adolescent motivation toward physical activity engagement when introduced during physical education and continued in the home environment; however, further study is warranted.
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