## 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.

Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt

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*Frontiers in Psychology*, bind 12, 636578. https://doi.org/10.3389/fpsyg.2021.636578

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*Frontiers in Psychology*,

*12*, [636578]. https://doi.org/10.3389/fpsyg.2021.636578

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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