Krista Munroe-Chandler, University of Windsor -SRG 2009
Français
The physical activity levels of Canadian children are well below the recommendations set forth by the Public Health Agency of Canada of 90 minutes or more per day. In fact, Canadian children recently received an overall “F” grade in Physical Activity Level (AHK, 2010). Given the known physical and psychosocial benefits of an active lifestyle, it is important to identify strategies to assist children to increase their physical activity; one such strategy may be imagery. The present study sought to investigate children’s use of imagery as it relates to their active play (defined as any unstructured physical activity that takes place in a child’s free time; Veitch et al., 2009). Given active play is self-directed, self-determination theory was used as a motivational framework. One hundred and four children (n= 48 male; n= 56 female) participated in focus group discussions guided by three basic psychological needs (i.e., autonomy, competence, and relatedness) proposed within basic needs theory (Deci & Ryan, 2000). The results indicated children are using active play imagery and that their imagery is satisfying the three basic psychological needs. Autonomy was satisfied by participants imaging activities that are enjoyable, activities they do often, and their favourite activities. Participants reported satisfying the need for relatedness by imaging friends, family members and others (i.e. professional athletes). Competence was satisfied by participants imaging themselves being good at performing their activities, with many participants imaging themselves executing the activity well beyond their current capabilities. Age and gender differences emerged in relatedness and competence. The findings from the present study support children’s use of imagery as a potential motivational tool for enhancing engagement in active play and can be used to facilitate the development of imagery interventions aimed at increasing children’s motivation to do physical activity.
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