Primal Fitness Movement Curriculum and the Motivational Benefits to Adolescents

Background/Purpose: Self-determination theory proposes that the degree to which individuals experience a sense of motivation is influenced by their feelings of their own abilities (i.e., competence), their sense of control about the situation or various aspects of the task (i.e., autonomy), and their sense of shared goals or belonging (i.e., relatedness) to others in the setting. (Deci & Ryan, 2008). What is not yet understood is how specific curriculums may influence these components.  Motivation may be particularly important in those curriculums that focus on fitness.  A particular fitness curriculum available to practitioners is called the primal pattern movements (Chek, 2005).  By definition, primal movement is the creation of a functional and skillful body able to undertake many physical challenges while avoiding burn out and injury (Sisson, 2009).  While still in the infant stages, no current studies exist that examine the effects of a primal movement fitness curriculum model on motivation (Sigal, et al., 2007; Trapp, Chisholm, Freund & Boutcher 2008; Tudor-Locke & Bassett, 2004). 

Method: Participants for this investigation were 6^thgrade students (N=57; 31 males and 26 females) from two physical education classes.  In order to investigate changes in the participants’ motivation, the Motives for Physical Activity Measure-Revised (MPAM-R) was used.   

Analysis/Results: Data were analyzed using three separate 2 X 2 (Gender X Test) ANOVAs with repeated measures on the last factor.  Preliminary results indicate that students who engaged in the primal fitness curriculum exhibited higher scores in the measures for relatedness, competence and autonomy as described by self-determination theory.   

Conclusions: The primal-fitness movement curriculum may be beneficial in enhancing student’s motivation toward physical activity.