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 (Ryan & Deci, 2008). Evidence is scarce regarding the benefits of specific types of physical activities on the components of self-determination theory. Understanding how specific activities impact motivation in adolescents may be of particular interest given the current activity levels of today’s youth. This investigation examined the impact of participation in an after school mountain bike program on the self-determined beliefs of high school students (grades 9-12). The program was intended to teach high-school students the skill and fitness required of mountain biking within a mastery motivational climate.
Method:
Participants (N = 17, age range= 15-17, M =11 F = 6, ethnicity = 3 Caucasian, 1 Asian, and 13 Hispanic.) Self-determined beliefs and motivational profiles were collected qualitatively via semi-structured interviews. Each participant was interviewed once at the end of the program with the average length of the interview lasting approximately 20 minutes. The mountain bike program lasted from January to early May and met three days per week for approximately 1.5 hours per day.
Analysis/Results:
Using a qualitative data analysis approach, results indicate that regardless of age or gender, students participating in the after school mountain bike program exhibited behaviors indicative of self-determination. (i.e., relatedness, competence and autonomy).
Conclusions:
After-school mountain bike programs may be an effective avenue to increase motivation to be physically active in high school students. Programs such as these may be particularly important in light of the recent reports regarding youth fitness levels. In addition, physical educators may seek to implement biking programs in their curriculums. If, in fact, innovative programs such as these enhance motivation to be physically active, perhaps students will seek out other equally challenging opportunities as well as continuing their pursuit in the sport of cycling.