The relationship among participating motivation, satisfaction, and school life satisfaction in rope skipping high school sports club
Article information
Abstract
The purpose of this study is to compare and analyze the relationship between high school students’ willingness to participate in a school rope jumping club, their satisfaction with participation, and their satisfaction with school life. To this end, data were collected from 411 male and female high school students participating in a school rope jumping club in Incheon, and the following results were derived through factor analysis, frequency analysis, t-test, one-way analysis of variance, and multiple regression analysis. First, male students showed higher scores than female students in all participation willingness factors. Second, the participation willingness factor partially significantly affected the program, leader, and health satisfaction of participation satisfaction. Third, enjoyment, skill development, and condition significantly affected academic activities and rule compliance, and in the case of peer relationships, sociability and skill development significantly affected. Fourth, in the case of academic activities, program satisfaction, leader satisfaction, and health satisfaction can be explained as having a significant effect, and in the case of rule compliance, program satisfaction and leader satisfaction significantly affected, and in the case of peer relationships, program satisfaction and leader satisfaction significantly affected. In this way, it was revealed that there was an overall significant effect between high school students’ desire to participate in the school rope jumping club, participation satisfaction, and school life satisfaction.
INTRODUCTION
Participation in school sports clubs is determined by an individual’s internal and external choices and varies depending on individual motivations, so it is necessary to understand and analyze the reasons why students participate in order to find ways to sustain participation. In order for school sports clubs to develop while receiving consistent interest from teachers and students, it is necessary to induce students’ continuous participation based on an understanding of their motivations for participating in school sports clubs. Considering the functions and roles of school sports clubs, the pursuit of enjoyment through sports activities, the pursuit of emotional stability through physical training and recovery of condition, the pursuit of self-realization through acquiring skills and knowledge about the sport and achieving a sense of accomplishment, and the pursuit of sociality through club activities can serve as important motivational factors for students’ participation in school sports clubs.
Motivation is the force that allows a person to choose a specific behavior, continue to do it consistently, and do it well (Alderman and Wood, 1976). The three-classification of intrinsic motivation proposed by Vallerand and Bissonnet (1992) provides a new conceptual framework. The three types of intrinsic motivation are intrinsic motivation for knowledge acquisition, intrinsic motivation for achievement, and intrinsic motivation for stimulating experiences. First, intrinsic motivation for knowledge acquisition is the motivation to know and learn new things. It can be defined as an activity that a person does for the fun or enjoyment he or she feels while trying to learn, explore, and understand something new.
People say that an activity is satisfying when the outcome of the activity is good. This can be thought of as a satisfying act when the leisure activity is obtained or leads to rewards such as improved health (Beard and Ragheb, 1980). Burr (1970) viewed satisfaction as a subjective emotional state of an individual regarding the satisfaction of a certain goal or need, whether material or mental, as a psychological or subjective feeling that influences it.
Rope jumping, one of the events of school sports clubs, has been showing a high participation rate in many schools nationwide since it was adopted as an official event in 2011 as it is not greatly affected by time and place. Rope jumping is a convenient exercise that can be performed in confined spaces and is convenient for a large number of athletes to perform simultaneously in the same location (Buchheit et al., 2014). Jump rope training can help improve the dynamic balance ability and hitting stability of junior tennis players, and can effectively improve the competitive level of junior tennis players (Shi et al., 2023).
The purpose of this study is to find ways for school sports clubs to develop physical education through the relationship between high school students’ motivation for participating in rope jumping school sports clubs, participation satisfaction, and school life satisfaction, thereby emphasizing the importance and necessity of participation in physical activities in schools and throughout society, and providing basic data that can be used as a reference for the efficient operation of rope jumping school sports clubs and program development and utilization.
MATERIALS AND METHODS
The subjects of this study were male and female high school students in Incheon city who are currently participating in rope skipping sports club activities. The subjects were sampled using convenience sampling, and a total of 450 students were sampled from six high schools in Incheon city that operate rope skipping school sports clubs. After explaining the purpose of the study and obtaining consent to participate in the survey, a questionnaire was distributed and collected directly by the researcher as soon as the survey was completed using the self-administration method. In this study, the questionnaire items for measuring the motivation factors for participating in a rope jumping sports club were modified and supplemented based on the Sport Motivation Scale-28 of Vallerand and Bissonnet (1992) and the Leisure Intrinsic Motivation of Wessinger and Bandalos (1995) to fit the purpose and target of this study. A total of 450 questionnaires were distributed, and 411 questionnaires were finally used and analyzed after excluding 39 questionnaires that were insincerely completed or had missing responses.
Frequency analysis was conducted to identify the general characteristics of the research participants (sex, grade, level of participation). Exploratory factor analysis and reliability tests using Cronbach α were conducted to verify the validity and reliability of the survey instrument. In order to verify the difference between two or more groups according to general characteristics, t-test and one-way analysis of variance were performed, and the difference between groups was verified through Scheffe method for post hoc verification. Multiple regression analysis was performed to verify the causal relationship of the set variables. The significance level was set at P<0.05. This study was approved by Eulji University and received approval number (2023-11-37).
RESULTS
Differences in motivation for participation based on general characteristics
In terms of sex, males (mean, 3.91) were higher than females (mean, 3.54), and in terms of the degree of participation, 4 or more times (mean, 4.16) was the highest. In other words, based on the results of the posttest, the group that participated 3 or more times was higher than the group that participated 2–3 times (mean, 3.94) and 1–2 times (mean, 3.54). The results are as shown in Table 1.
Differences in motivation for participation based on general characteristics
Differences in pleasure motivation according to general characteristics
The difference in pleasure motivation according to general characteristics was confirmed to be higher for men (mean, 3.91) than for women (mean, 3.46), and in terms of the degree of participation, 4 or more times (mean, 4.28) was the highest, followed by 3 to 4 times (mean, 4.04), 2 to 3 times (mean, 3.89), and 1 to 2 times (mean, 3.50). The results are as shown in Table 2.
Differences in pleasure motivation according to general characteristics
Differences in social motivation based on general characteristics
In terms of differences in social motivation, men (mean, 3.85) were found to be higher than women (mean, 3.48), and in terms of participation level, the group that participated more than twice was found to be higher than the group that participated less than twice. The results are shown in Table 3.
Differences in social motivation based on general characteristics
Differences in health and physical fitness motivation according to general characteristics
In terms of differences in health and physical fitness motivation, men (mean, 3.99) were found to be higher than women (mean, 3.75), and in terms of participation level, the group that participated more than twice was found to be higher than the group that participated less than twice. The results are shown in Table 4.
Differences in health and physical fitness motivation by general characteristics
Differences in technological development motivation according to general characteristics
In terms of differences in motivation for technological development, there was no statistically significant difference by grade, and males (mean, 3.94) were higher than females (mean, 3.53), and in terms of the degree of participation, 4 or more times (mean, 4.22) was the highest. The results are shown in Table 5.
Differences in technological development motivation according to general characteristics
Differences in condition motivation according to general characteristics
In terms of differences in condition motivation by general characteristics, men (mean, 3.81) were higher than women (mean, 3.45), and in terms of the degree of participation, the group of 3 to 4 times (mean, 3.97), 2 to 3 times (mean, 3.87), and 4 or more times (mean, 3.80) was higher than the group of 1 to 2 times (mean, 3.43). The results are as shown in Table 6.
Differences in condition motivation according to general characteristics
Differences in achievement motivation according to general characteristics
In terms of differences in achievement motivation by general characteristics, men (mean, 3.95) were higher than women (mean, 3.57), and in terms of the degree of participation, 4 or more times (mean, 4.22) was the highest, followed by 3 to 4 times (mean, 4.05), 2 to 3 times (mean, 3.96), and 1 to 2 times (mean, 3.58). The results are shown in Table 7.
Differences in achievement motivation according to general characteristics
Correlation between motivation for participation, satisfaction with participation, and satisfaction with school life
The results of examining the correlation between high school students’ participation motivation and participation satisfaction and school life satisfaction in the school sports club for jumping rope are shown in Table 8. As expected, the relationship between each factor is in the same direction as the research question, and since the correlation between concepts is not 1 at the 95% confidence interval, it can be said that there is discriminant validity. Therefore, the validity of the research unit that can derive statistically significant correlations between participation motivation, participation satisfaction, and school life satisfaction was secured.
Correlation between motivation for participation, satisfaction with participation, and satisfaction with school life
The impact of participation motivation on participation satisfaction
As a result of multiple regression analysis on the effect of high school students’ motives for participating in the school sports club for jumping rope on their satisfaction with participation, it was found that motives for participation (B=0.788, P=0.000) had a significant effect on satisfaction with participation. As a result of verifying the coefficient of determination of the regression analysis, R2=0.645, which means that 64% of the variables used in the statistics fit the standard regression line. In other words, it was analyzed that 64% of the total variance was explained. The results are as shown in Table 9.
The impact of participation motivation on participation satisfaction
When examining the effect of participation motivation on program satisfaction, it was found that enjoyment (B=0.272, P= 0.000), condition (B=0.194, P=0.000), skill development (B= 0.135, P=0.003), and physical strength (B=0.131, P=0.002) had an influence in that order. When the dependent variable was leader satisfaction, the explanatory power of the regression model was found to be 46.2%, and it was found that the influence was in the order of socialization (B=0.177, P=0.000), sense of accomplishment (B=0.164, P=0.001), physical strength (B=0.133, P=0.009), and enjoyment (B=0.129, P=0.014). When the dependent variable is health satisfaction, the explanatory power of the regression model was found to be 37.5%, and the factors of participation motivation were found to be health and physical strength (B=0.218, P=0.000), condition (B=0.151, P=0.005), social (B=0.130, P=0.016), and enjoyment (B=0.128, P=0.033) in that order. The results are shown in Table 10.
Relationship between the subvariables of participation motivation and participation satisfaction
The impact of participation motivation on school life satisfaction
As a result of multiple regression analysis on the effect of high school students’ motives for participating in the school sports club for jumping rope on their school life satisfaction, it was found that motives for participation (B=0.833, P=0.000) had a significant effect on school life satisfaction. As a result of verifying the coefficient of determination of the regression analysis, R2=0.593, which means that 59% of the variables used in the statistics fit the standard regression line. In other words, it was analyzed that 59% of the total variance was explained. The results are as shown in Table 11.
The effect of participation motivation on school life satisfaction
When examining the effect of participation motivation on academic activity satisfaction, skill development (B=0.194, P=0.002), condition (B=0.174, P=0.002), and enjoyment (B=0.128, P= 0.041) were found to have an effect. When the dependent variable was satisfaction with rule compliance, the explanatory power of the regression model was found to be 46.4%, and among the participation motivation factors, skill development (B=0.252, P=0.000), condition (B=0.198, P=0.000), socializing (B=0.179, P=0.001), and enjoyment (B=0.129, P=0.033) were found to have an effect. When the dependent variable is satisfaction with peer relationships, the explanatory power of the regression model was found to be 47.5%, and it was found to have an influence in the order of social (B=0.362, P=0.000) and technological development (B=0.190, P=0.002). The results are shown in Table 12.
Relationship between the subvariables of participation motivation and school life satisfaction
The impact of participation satisfaction on school life satisfaction
As a result of multiple regression analysis on the effect of high school students’ motivation for participating in the school sports club for jumping rope on their school life satisfaction, it was found that participation satisfaction (B=0.821, P=0.000) affected school life satisfaction. As a result of verifying the coefficient of determination of the regression analysis, R2=0.555, which means that 55% of the variables used in the statistics fit the standard regression line. In other words, it was analyzed that 55% of the total variance was explained. The results are as shown in Table 13.
The impact of participation satisfaction on school life satisfaction
When examining the effect of participation satisfaction on academic activity satisfaction, program satisfaction (B=0.401, P= 0.000), leader satisfaction (B=0.299, P=0.000), and health satisfaction (B=0.110, P=0.030) were found to have an effect. When the dependent variable is satisfaction with rule compliance, the explanatory power of the regression model was 45.3%, and among the participation satisfaction factors, program satisfaction (B=0.565, P=0.000) and leader satisfaction (B=0.224, P=0.000) were found to have an effect. When the dependent variable is satisfaction with peer relationships, the explanatory power of the regression model was 42.6%, and program satisfaction (B=0.614, P=0.000) and leader satisfaction (B=0.200, P=0.000) were found to have an effect. The results are shown in Table 14.
Relationship between the subvariables of participation satisfaction and school life satisfaction
DISCUSSION
The definition of leisure satisfaction is defined as “the degree of satisfaction and enjoyment of the perception or emotion formed personally as a result of participating in tourism activities and tourism selection, or the general tourism experience and situation.” Satisfaction can be said to be an important factor that determines the selection and participation of leisure activities, and the continuation and interest in participation activities, and enables satisfactory leisure activities. Sports can be seen as a part of leisure activities, and sports participation satisfaction can be said to have the same meaning as leisure satisfaction (Beard and Ragheb, 1980). In a study by Gould et al. (1985), they investigated gender differences in sports participation and reported that women enjoyed participating in sports more than men. The highest level of participation was 4 or more times, but there was no significant difference in grade. Vallerand and Bissonnet (1992) classified the types of amotivation into amotivation due to inability to perform a specific behavior, amotivation due to strategy insufficiency, which refers to the feeling that a certain strategy is insufficient to achieve a desired outcome, amotivation due to effort avoidance, which refers to giving up on trying because a certain behavior is too difficult, and amotivation due to helplessness beliefs, which refers to the belief that one’s efforts are useless because the task at hand is too daunting. Internal regulation is when external motivational factors change to internal ones, and people internalize the reasons for doing something. An example of external regulation in athletes is when they feel embarrassed or ashamed when they perform poorly, but they participate in sports because they feel pressured to have a good body for aesthetic reasons (Pelletier at al., 1995). In this way, Pelletier et al. (1995) defined external motivation for sports more specifically. Participants who did jump rope exercise showed greater improvements in speed, endurance, power, and core strength. Jump rope homework has become a comprehensive school physical activity that enhances the physical health of middle school students (Huang et al., 2022). Participation in jump rope and sit-up exercises had a positive effect on students’ academic achievement (Ji et al., 2023). Rope skipping exercise for 8 weeks is an effective therapeutic approach for children with attention-deficit hyperactivity disorder, significantly improving their working memory and cardiorespiratory function (Huang et al., 2024). Social support and autonomy support have been shown to be effective in enhancing school children’s engagement in moderate-to-vigorous physical activity (Qi et al., 2024).
Male students showed higher scores in enjoyment, socializing, health and physical strength, skill development, condition, and sense of accomplishment than female students, and students who participated in the school sports club for jumping rope showed higher motivation for participation. Students who participated with enjoyment, socializing, health and physical strength, skill development, and condition motivations were satisfied with the program, and students who participated with enjoyment, socializing, health and physical strength, and sense of accomplishment were found to have an effect on instructor satisfaction, and the enjoyment, socializing, health and physical strength, and condition motivation factors were found to have an effect on health satisfaction. It was found that enjoyment, socializing, and condition had a positive effect on academic activities, and in the case of rule compliance, enjoyment, socializing, skill development, and condition had a positive effect, and in the case of peer relationships, socializing and skill development had a positive effect. In the case of academic activities, program satisfaction, instructor satisfaction, and health satisfaction had a positive effect, and in the case of rule compliance and peer relationships, only program satisfaction and instructor satisfaction had a positive effect. Through these results, it was confirmed that the rope jumping school sports club could have a positive effect on participation satisfaction and school life satisfaction.
It is expected that the school life satisfaction through the rope skipping school sports club will play a role in improving relationships among friends, and it is thought that through the rope skipping school sports club, students will learn the order and discipline that sports provide, and it is thought that through cooperative learning, they will contribute to school life by enabling positive competition.
Notes
CONFLICT OF INTEREST
No potential conflict of interest relevant to this article was reported.
ACKNOWLEDGMENTS
The authors received no financial support for this article.