EFFECTS OF MINDFULNESS TRAINING ON THE MOTIVATION TO EXERCISE IN MIDDLE SCHOOL STUDENTS

Abstract

This study investigated the reasons why Grade 9 students in Anshun City, Guizhou Province, China, desired to exercise and how mindfulness training impacted their motivation to play sports using a two-phase research design. Study 1 used a cross-sectional design with 212 randomly chosen students, employing the Sports Motivation Scale to assess baseline motivation. Independent samples t-tests revealed significant gender differences: male students scored higher than females in intrinsic motivation—wanting to know (M = 20.48 vs. F = 18.47), to accomplish (M = 20.72 vs. F = 18.26), and to experience stimulation (M = 20.48 vs. F = 19.31)—as well as extrinsic motivation, such as introjected regulation (M = 20.84 vs. F = 19.91), identified regulation (M = 20.69 vs. F = 20.03), and external regulation (M = 18.11 vs. F = 16.74) (p < 0.05). No significant difference was found in amotivation scores (p > 0.05). Study 2 used a randomized controlled trial with 44 students split evenly into an experimental group, which participated in an 8-week mindfulness program, and a control group. Repeated measures ANOVA assessed sports motivation at three time points (W0, W4, W8). Mindfulness training significantly enhanced intrinsic motivation, with improvements in experiencing stimulation, knowing, and accomplishing across all intervals (all p < 0.05). No significant changes occurred in extrinsic motivation or amotivation. In conclusion, gender influences adolescents' motivation to exercise, with boys being more motivated than girls. Mindfulness training appears to enhance autonomous motivation but not controlled motivation or amotivation.

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