Six weeks of basketball combined with mathematics in physical education classes can improve children's motivation for mathematics

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Six weeks of basketball combined with mathematics in physical education classes can improve children's motivation for mathematics. / Wienecke, Jacob; Hauge, Jesper; Nielsen, Glen; Mouritzen, Kristian; Damsgaard, Linn.

I: Frontiers in Psychology, Bind 12, 636578, 2021.

Publikation: Bidrag til tidsskriftTidsskriftartikelfagfællebedømt

Harvard

Wienecke, J, Hauge, J, Nielsen, G, Mouritzen, K & Damsgaard, L 2021, 'Six weeks of basketball combined with mathematics in physical education classes can improve children's motivation for mathematics', Frontiers in Psychology, bind 12, 636578. https://doi.org/10.3389/fpsyg.2021.636578

APA

Wienecke, J., Hauge, J., Nielsen, G., Mouritzen, K., & Damsgaard, L. (2021). Six weeks of basketball combined with mathematics in physical education classes can improve children's motivation for mathematics. Frontiers in Psychology, 12, [636578]. https://doi.org/10.3389/fpsyg.2021.636578

Vancouver

Wienecke J, Hauge J, Nielsen G, Mouritzen K, Damsgaard L. Six weeks of basketball combined with mathematics in physical education classes can improve children's motivation for mathematics. Frontiers in Psychology. 2021;12. 636578. https://doi.org/10.3389/fpsyg.2021.636578

Author

Wienecke, Jacob ; Hauge, Jesper ; Nielsen, Glen ; Mouritzen, Kristian ; Damsgaard, Linn. / Six weeks of basketball combined with mathematics in physical education classes can improve children's motivation for mathematics. I: Frontiers in Psychology. 2021 ; Bind 12.

Bibtex

@article{aa556f0005b4484dbc70806244d990ec,
title = "Six weeks of basketball combined with mathematics in physical education classes can improve children's motivation for mathematics",
abstract = "This study investigated whether 6 weeks of basketball combined with mathematics once a week in physical education lessons could improve children's motivation for mathematics. Seven hundred fifty-seven children (mean age = 10.4 years, age range: 7-12 years) were randomly selected to have either basketball combined with mathematics once a week (BM) or to have basketball sessions without mathematics (CON). Children in BM and CON motivation for classroom-based mathematics were measured using the Academic Self-Regulation Questionnaire (SRQ-A) before (T0) and after the intervention (T1). Among the BM, levels of intrinsic motivation, feelings of competence, and autonomy were measured using the Post-Experimental Intrinsic Motivation Inventory (IMI) questionnaire acutely after a basketball session combined with mathematics and immediately after a session of classroom-based mathematics. BM had significantly higher acute levels of perceived autonomy (+14.24%, p < 0.0001), competencies (+6.33%, p < 0.0001), and intrinsic motivation (+16.09%, p < 0.0001) during basketball sessions combined with mathematics compared to when having classroom-based mathematics. A significant decrease in the mean for intrinsic motivation was observed from T0 to T1 for CON (-9.38%, p < 0.001), but not for BM (-0.39%, p = 0.98). BM had a more positive development in intrinsic motivation compared to CON from T0 to T1 (p = 0.006), meaning that BM had a positive influence on children's intrinsic motivation for classroom-based mathematics. This study indicates that basketball combined with mathematics is an intrinsically motivating way to practice mathematics, which also has a positive influence on children's general intrinsic motivation for mathematics in the classroom.",
keywords = "Faculty of Science, Motor-enriched learning, Motivation, Academic learning, Children, Intrinsic motivation, Classroom-based mathematic, Embodied cognition",
author = "Jacob Wienecke and Jesper Hauge and Glen Nielsen and Kristian Mouritzen and Linn Damsgaard",
note = "Copyright {\textcopyright} 2021 Wienecke, Hauge, Nielsen, Mouritzen and Damsgaard.",
year = "2021",
doi = "10.3389/fpsyg.2021.636578",
language = "English",
volume = "12",
journal = "Frontiers in Psychology",
issn = "1664-1078",
publisher = "Frontiers Media S.A.",

}

RIS

TY - JOUR

T1 - Six weeks of basketball combined with mathematics in physical education classes can improve children's motivation for mathematics

AU - Wienecke, Jacob

AU - Hauge, Jesper

AU - Nielsen, Glen

AU - Mouritzen, Kristian

AU - Damsgaard, Linn

N1 - Copyright © 2021 Wienecke, Hauge, Nielsen, Mouritzen and Damsgaard.

PY - 2021

Y1 - 2021

N2 - This study investigated whether 6 weeks of basketball combined with mathematics once a week in physical education lessons could improve children's motivation for mathematics. Seven hundred fifty-seven children (mean age = 10.4 years, age range: 7-12 years) were randomly selected to have either basketball combined with mathematics once a week (BM) or to have basketball sessions without mathematics (CON). Children in BM and CON motivation for classroom-based mathematics were measured using the Academic Self-Regulation Questionnaire (SRQ-A) before (T0) and after the intervention (T1). Among the BM, levels of intrinsic motivation, feelings of competence, and autonomy were measured using the Post-Experimental Intrinsic Motivation Inventory (IMI) questionnaire acutely after a basketball session combined with mathematics and immediately after a session of classroom-based mathematics. BM had significantly higher acute levels of perceived autonomy (+14.24%, p < 0.0001), competencies (+6.33%, p < 0.0001), and intrinsic motivation (+16.09%, p < 0.0001) during basketball sessions combined with mathematics compared to when having classroom-based mathematics. A significant decrease in the mean for intrinsic motivation was observed from T0 to T1 for CON (-9.38%, p < 0.001), but not for BM (-0.39%, p = 0.98). BM had a more positive development in intrinsic motivation compared to CON from T0 to T1 (p = 0.006), meaning that BM had a positive influence on children's intrinsic motivation for classroom-based mathematics. This study indicates that basketball combined with mathematics is an intrinsically motivating way to practice mathematics, which also has a positive influence on children's general intrinsic motivation for mathematics in the classroom.

AB - This study investigated whether 6 weeks of basketball combined with mathematics once a week in physical education lessons could improve children's motivation for mathematics. Seven hundred fifty-seven children (mean age = 10.4 years, age range: 7-12 years) were randomly selected to have either basketball combined with mathematics once a week (BM) or to have basketball sessions without mathematics (CON). Children in BM and CON motivation for classroom-based mathematics were measured using the Academic Self-Regulation Questionnaire (SRQ-A) before (T0) and after the intervention (T1). Among the BM, levels of intrinsic motivation, feelings of competence, and autonomy were measured using the Post-Experimental Intrinsic Motivation Inventory (IMI) questionnaire acutely after a basketball session combined with mathematics and immediately after a session of classroom-based mathematics. BM had significantly higher acute levels of perceived autonomy (+14.24%, p < 0.0001), competencies (+6.33%, p < 0.0001), and intrinsic motivation (+16.09%, p < 0.0001) during basketball sessions combined with mathematics compared to when having classroom-based mathematics. A significant decrease in the mean for intrinsic motivation was observed from T0 to T1 for CON (-9.38%, p < 0.001), but not for BM (-0.39%, p = 0.98). BM had a more positive development in intrinsic motivation compared to CON from T0 to T1 (p = 0.006), meaning that BM had a positive influence on children's intrinsic motivation for classroom-based mathematics. This study indicates that basketball combined with mathematics is an intrinsically motivating way to practice mathematics, which also has a positive influence on children's general intrinsic motivation for mathematics in the classroom.

KW - Faculty of Science

KW - Motor-enriched learning

KW - Motivation

KW - Academic learning

KW - Children

KW - Intrinsic motivation

KW - Classroom-based mathematic

KW - Embodied cognition

U2 - 10.3389/fpsyg.2021.636578

DO - 10.3389/fpsyg.2021.636578

M3 - Journal article

C2 - 33841270

VL - 12

JO - Frontiers in Psychology

JF - Frontiers in Psychology

SN - 1664-1078

M1 - 636578

ER -

ID: 259932770