1

Chapter I
THE PROBLEM

Introduction

Despite the many clear benefits of an active lifestyle, lack of physical

activity is a significant health problem in our community. Regular physical activity

is important to the physical and mental health of almost everyone, common

sense alone tells us that participation in any physical activities can lead to

feelings of autonomy and competence and may produce joy, excitement, thrills,

and other satisfying emotions.

Nowadays people are engaging in physical activities for the purpose of

competition or just for the recreational ideals. Everywhere, you can see there are

a lot of people participating in physical activities with different goals, examples; to

become physically fit, socialization, recreational, popularity and many more. On

the other hand, some people say that they will not participate unless there will be

a material payoff, or unless they are intrinsically motivated.

There is evidence that people are able to maintain positive physical

activity behaviours overtime (Wilson and Rodgers, 2002). However, there is a

need for why people are motivated to exercise in the first place and a need for

understand how to facilitate that motivation. People who are motivated

intrinsically to be physically active participate for sheer enjoyment and in the

moment satisfaction of the activity at hand (Ryan, 2000).

Participation in physical activity can provide opportunities for social

interaction and reduce isolation and exclusion though strengthening

 2

relationships, building cohesive communities and enhancing our access to safe

and supportive environments (Sport England, 2009).

Physical activity can have a positive impact on several aspects of mental

health, including self-esteem. Positive mental health effects of physical activity

may be related to increased skill competency and social interaction (Paluska and

Schwenk, 2000).

According to the American College of Health Assessment (ACHA, 2007)

college students are leading lifestyles that do not meet the physical activity and

dietary recommendations of health and fitness experts. Based on self-reported

weight values, 29% of college students are overweight or obese (ACHA, 2007).

College is a distinct period in an individual’s life for development through

exploration of new possibilities and life experiences (Hiester and Nordstrom,

2009).

Theoretical Framework

Intrinsic motivation has been a topic of growing interest in the

developmental robotics and reinforcement learning communities in the recent

years (Barto et al., 2004, Oudeyer et al., 2007). This concept comes from

psychology, and has been argued to be crucial for open-ended cognitive

development (Ryan and Deci, 2000). In particular, psychologists have proposed

that it is the mechanism that explains the spontaneous exploratory behaviors

observed in humans, and infants in particular (Berlyne, 1965). Researchers in

developmental robotics and reinforcement learning have proposed that intrinsic

 3

motivation might allow the acquisition of general and re-usable skills (Barto et al.,

2004). Intrinsic motivation has emerged as an important phenomena for

educators-a natural wellspring of learning and achievement that can be

systematically catalysed or undermined by parent and teacher practices (Ryan &

Stiller, 1991). Because intrinsic motivation results in high-quality learning and

creativity, it is especially important to detail the factors and forces that engender

versus undermine it.

These researchers stated that what was driving human behavior was a

motivation for effectance (White, 1959), personal causation (De Charms, 1968).

According to Deci and Ryan (1985), the inherent needs of autonomy,

competence and relatedness are the foundation for self-determined motivation.

These components are necessary to facilitate the natural growth processes for

social development and future personal well-being. Self-Determination Theory

works to explore an individual’s inherent growth tendencies and natural

psychological needs that are the foundation for self-motivation and personality

integration (Ryan, 2000). It has been found that people who play sports are

motivated more intrinsically than people who only exercise (Kilpatrick, Hebert,

Bartholomew, 2005).

In addition to Ryan and Deci (2000) describe motivation as consisting of

activation and intention, and view it as essential to biological, cognitive and social

regulation, Miller and Rollnick (1991) describe motivation not as a trait, but rather

as a state of readiness. This state may vary from time to time, and can be altered
 4

by influence. Deci and Ryan (1995) explain that people become more intrinsically

motivated when their experiences are providing need satisfaction.

Cognitive Evaluation Theory (CET) was presented by Deci and Ryan

(1985) to specify the factors in social contexts that produce variability in intrinsic

motivation. CET, which is considered a subtheory of self-determination theory,

argues that interpersonal events and structures (e.g., rewards, communications,

and feedback) that conduce toward feelings of competence during action can

enhance intrinsic motivation for that action because they allow satisfaction of the

basic psychological need for competence. Accordingly, for example, optimal

challenges, effectance promoting feedback, and freedom from demeaning

evaluations are all predicted to facilitate intrinsic motivation.

Conceptual Framework

The conceptual framework of this study will be focus particularly in intrinsic

motives as its independent variable and the physical activity participation as its

dependent variable. The moderating variables such as age, gender, and religious

affiliation are interplayed to the independent variable and the dependent variable

to find out there exists a relationship between them.

For a clearer presentation of the researcher’s concepts of this study, a

schematic model shows how these variables are interrelated by each other (see

Figure 1).
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Independent Variable Dependent Variable

Physical Activity Participation

Intrinsic Motives
 Frequency
 Length of time or Duration
 Type of Activity

 Age

 Gender

 Religious Affiliation

Moderating Variables
Figure 1. A schematic diagram showing the relationship between variables
 6

Statement of the Problem

This study will attempt to determine the relationship between intrinsic

motives and physical activity participation among Service Physical Education 4

(soccer) Students in Mindanao State University, Marawi City. Furthermore, it will

try to study whether age, gender, and religious affiliation influence the

relationship of the main variables.

Specifically it aim to answer the following questions.

1. What is the profile of the respondents in terms of the following?

1.1 Age,

1.2 Gender,

1.3 Religious Affiliation,

1.4 Intrinsic Motives, and

1.5 Physical Activity Participation?

2. Is there a significant relationship between the moderating variable of age,

gender, and religious affiliation and the independent variable which is intrinsic

motives?

3. Is there a significant relationship between the moderating variables of

age, gender, and religious affiliation and the dependent variable which is the

physical activity participation?

4. Is there a significant relationship between intrinsic motives as the

independent variable and physical activity participation as the dependent

variable?
 7

Statement of the Hypotheses

Based on the questions formulated in the statement of the problem, the

following null hypotheses are formulated and will be tested at alpha 0.05 level of

significance, except for question number 1 which is a hypothesis-free.

Ho1. There is no significant relationship between age, gender, and

religious affiliation as the moderating variables and intrinsic motives as the

independent variable.

Ho2. There is no significant relationship between age, gender, and

religious affiliation as the moderating variables and physical activity participation

as the dependent variable.

Ho3. There is no significant relationship between intrinsic motives as the

independent variable and physical activity participation as the dependent

variable.

Significance of the Study

This study aims to know if there is a significant relationship between

intrinsic motives as the dependent variable and physical activity participation as

the independent variable into its moderating variables which are the age, gender,

and religious affiliation. In this study, the data that will be gathered from the

respondents who are the selected Service Physical Education 4 (soccer)

 8

students of Mindanao State University, Main-Campus, and this may serves as a

guidelines and additional information about the benefits of physical activity which

could help in promoting exercise and developing physical activity.

Furthermore, this study will aim to provide more information not only to the

respondent mental capacity but also to the educators and readers, who are

planning to develop various activity.

For future researchers, the result of this study might give them some

additional inputs or knowledge on how to develop a program for the Service

Physical Education students. It may give them an additional idea on the suitable

activities to give for these people.

Scope and Delimitations of the Study

This study focuses on the significant relationship between intrinsic motives

influences by physical activity participation with the other variables such as age,

gender and religious affiliation.

The respondents of this study were the selected male and female Service

Physical Education students who are officially enrolled in Physical Education 4

(soccer) students, A.Y. 2017-2018, second semester, at the College of Sports,

Physical Education and Recreation, Mindanao State University, Main-Campus.

 9

Limitations of the Study

This study dealt only with the intrinsic motives in relation to physical

activity participation among selected Physical Education 4 (soccer) Students in

Mindanao State University, Main-Campus.

The researcher finds it hard to finished his paper on time due to unstable

electricity that may affect data gathering, also finding for topic is so time

consuming and of course the Marawi City incidents has a great impact or effect

on why the researcher did not finished his study on time. Another reason is that

the researcher finds it so difficult in getting some information about the topic and

the time management of the researcher.

Definition of Terms

The following terms are defined to give clear and thorough understanding

of some important words that are used in the study.

Age. It is conceptually defines as the length of time that somebody or

something has existed, usually expressed in year (Encarta Dictionaries, 2009). It

is operationally defines as the total number of years of a person’s existence from

birth up to the present.

Gender. It is conceptually defined as the properties that distinguished

organisms on the basis of their reproductive roles (Word Web Dictionaries,

2009).
 10

It is operationally defined as male and female.

Intrinsic Motives. It is defined as the doing of an activity for its inherent

satisfaction rather than for some separable consequence (Ryan and Deci, 2000).

It is operationally defines as the motives of the students towards physical activity.

Religious Affiliation. It conceptually defines as a specific fundamental

set of beliefs and practices generally agreed upon by a number of persons or

sects (http://dictionary.reference.com). Operationally defines as the beliefs of

respondents either muslim or non-muslim.

Physical Activity Participation. It is conceptually define as engaging in

any bodily movement produced by skeletal muscles that results in energy

expenditure (Carpersen, 1985). In this study, it is further referred to three

categories like frequency of participation or the number of days per week a

respondent exercises, duration of participation or the number of hours per

session, and the type of physical activity classified as sport/game, dance, fitness,

outdoor recreation, and household activity.

 11

Chapter II
REVIEW OF RELATED STUDIES AND LITERATURE

This chapter presents a discussion of related literature and studies which

are significant and relevant on the conceptualization of this paper.

Related Literature

Physical Activity

According to the World Health Organization (WHO), physical activity is an

essential aspect of maintaining a healthy lifestyle (WHO, 2011). In recent years,

the effects of physical activity as a health-protective behavior have become

clearer. WHO (2011) defines physical activity as “any bodily movement produced

by skeletal muscles that requires energy expenditure.” This should not be

confused with the term exercise, as it is only a subcategory of physical activity.

Exercise is “planned, structured, repetitive, and purposeful in the sense that the

improvement or maintenance of one of more components of physical fitness is

the objective” (WHO, 2011). Thus, physical activity does include exercise;

however, it also includes a larger realm of activities that may be done on a daily

basis such as household chores, play, work, active transportation or recreation.

The focus of this study will be on the broader term physical activity.

Intensity of an activity depends on the how hard a person may work to

perform the activity. In addition, intensity may vary depending on the individual.

The level of effort required by a person to do a physical activity is called relative

intensity. When measuring intensity of physical activity, it is useful to pay

 12

attention to how the activity affects heart rate and breathing (CDC, 2008). The

talk test is a simple way to measure relative intensity. If an individual is doing

moderate-intensity activity, they will be able to talk but not sing during the activity.

If an individual is doing vigorous-intensity activity, they will not be able to say

more than a few words without pausing for a breath (CDC, 2008). Levels of

intensity may depend on previous experience with the activity or their relative

level of fitness (WHO, 2011). In addition, regular physical activity helps build and

maintain healthy bones, muscles and joints and aspects of overall psychological

well-being, such as self-esteem (CDC, 2008).

Motivation for Participation in Physical Activity

Intrinsic Motivations

People who play sports are motivated more intrinsically than people who

only exercise (Kilpatrick, Hebert, Bartholomew, 2005). It could be argued that

positive inherent results of exercising are the key intrinsic motivators behind

activities like weight lifting may not be necessarily enjoyable in the moment

(Wilson & Rodgers, 2002). (Wankel, 1993) found that intrinsic motivation is a key

factor in exercise adherence and suggested that spontaneous enjoyment of an

activity leads to increased persistence, reduced stress and positive psychological

feelings. In addition, (Fredrick & Ryan, 1993) suggest when an individual

exercise for intrinsic reasons, the individual is more likely to feel energized,

confident and satisfied in the activity. Thus, it is common for people to be

 13

physically active for intrinsic reasons, either pure enjoyment of a sporting event

or the positive feeling that is attributed to end result of exercise.

Related Studies

According to Ryan and Deci (2000), intrinsic Motivation is defined as the

doing of an activity for its inherent satisfaction rather than for some separable

consequence. When intrinsically motivated, a person is moved to act for the fun

or challenge entailed rather than because of external products, pressures or

reward.

In addition Ryan and Deci (2000), extrinsic motivation is a construct that

pertains whenever an activity is done in order to attain some separable outcome.

Extrinsic motivation thus contrasts with intrinsic motivation, which refers to doing

an activity simply for the enjoyment of the activity itself, rather than its

instrumental value.

Motivations for Physical Activity

In a study by Wilson and Rodgers (2002), physically active women were

surveyed after exercise classes on a college campus. The survey examined their

intrinsic and extrinsic motivations toward exercise. Women who were extrinsically

motivated by external sources such as success, friends or the media, were

unlikely to develop strong motivational patterns for physical activity throughout

life. These women also were likely to have overall lower levels of self-worth

(Wilson & Rodgers, 2002). Thus, developing the framework of a recreation

 14

program could influence personal growth of women and their motivation to

participate in physical activity. Programs that are developed to satisfy intrinsic

motivational needs may be better received than programs that only provide

external rewards or outcomes.

Intrinsic Motivation for Participation

There is evidence that people are able to maintain positive physical

activity

behaviors overtime (Wilson & Rodgers, 2002). However, there is a need for why

people are motivated to exercise in the first place and a need for understand how

to facilitate that motivation. People who are motivated intrinsically to be physically

active participate for sheer enjoyment and in the moment satisfaction of the

activity at hand (Ryan, 2000). Quality of the performed activity needs further

investigation when behaviors of the activity fail to promote high intrinsic interest

and fail to create adherence to the activity or the idea of the activity.

It has been found that people who play sports are motivated more

intrinsically than people who only exercise (Kilpatrick, Hebert, Bartholomew,

2005). Research shows that exercise behaviors are more extrinsically motivated

as to maintain a fit body for self-presentational reasons (Kilpatrick, Hebert,

Bartholomew, 2005). Perceived pressure to exercise may represent a less salient

source of motivation than voluntarily endorsed reasons. Future exercise patterns

may be predicted by greater perceptions of autonomy and support from friends

(Colburn, 2010).
 15

Extrinsic Motivation for Participation

When participating in physical activity, if one focuses on external

appearance exclusively, this perspective may interfere with internal flow and

personal goals (Ryan, 2000). One of the most common reasons women choose

to participate in physical activities is the concern of self-presentation (Levine &

Smolak, 2006). Women have reported that the reasons they engage in physical

activity are purely self-presentational, which include weight management, body

tone and general physical appearance. Self-presentation is how people will

attempt to monitor and control the impressions other people may form of them

(Schlenker & Leary, 1982).

If one is motivated to be physically active for self-presentational reasons,

there may be societal pressures to maintain a thin ideal. The thin ideal refers to

the extent to which someone cognitively buys into ideals that are socially defined

and from there engages in certain behaviors that attempt to portray those ideals

(Levine & Smolak, 2006). Social reinforcement for the thin ideal occurs when

individuals internalize attitudes or comments made by friends or family (Levine &

Smolak, 2006). These can be either positive or negative and may define an

individual’s sense of self. Not only can this happen from comments from friends

and family, but also from the media. This internalization may precipitate an onset

of other issues such as dieting or eating disorders in addition to negative body

image or low self-esteem (Levin & Smolak, 2006).

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Chapter III
RESEARCH METHODOLOGY

This chapter deals with the research methods and procedures that will be

going to use in conducting this study. It includes the following sections: research

Design, Population, Samples and Samplings Procedure, Research Instruments,

Data Collection Method, Statistical Treatment.

Research Design

Research design is an overall plan for collecting and analyzing data,

including specification for enhancing the internal and external validity of the

study.

The research method that will be going to use in this study is descriptive-

correlation. It aims to determine the relationship between intrinsic motives and

physical activity participation among Service Physical Education 4 (soccer)

Students in Mindanao State University, Marawi City.

Population

The subject of this study were the Service Physical Education 4 students

in Mindanao State University, Marawi City who are officially enrolled during the

2nd semester of Academic Year 2017-2018.

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Samples and Sampling Procedures

The samples of this study was taken from the male and female Service

Physical Education 4 (soccer) students who are officially enrolled in Physical

Education 4 during the 2nd semester of Academic Year 2017-2018 at the College

of Sports, Physical Education and Recreation in Mindanao State University,

Main-Campus.

Research Instrument to be Used

This section presents the research instruments that was used in the study.

To gather data, questionnaire is used as a primary tool. The questionnaire

is composed of three parts (see Appendix A). Part I is the demographic profile of

the respondents such as age, gender, and religious affiliation; Part II is the

Intrinsic Motivation Inventory (IMI) developed by Ryan, R.M., and Deci, E.L.

(1982) having five (5) choices with the corresponding points of one (1) Very

Untrue, two (2) Somewhat Untrue, three (3) Neutral, four (4) Somewhat True, five

(5) Very True, respectively to the positive statements and 5, 4, 3, 2, and 1 for the

negative statements. The questionnaire contains of 18 questions with positive

and negative statements.

Part III is the Physical Activity Participation comprised of three (3) sections

such as frequency, length of time or duration, and type of physical activity. The

frequency is classified as once a week, twice a week, three times a week, four

times a week, five times a week, six times a week, and daily. The length of time
 18

or duration is classified as the number of hours per week. Lastly, the type of

physical activity participated is categorize as sports/game, dance, fitness,

outdoor recreation, and household activity.

Methods of Data Collection

To obtain better results and information in gathering the data in this study,

the researcher will conduct the study personally.

In gathering the data of this study, the researcher will formally ask

permission to the Dean of the College of Sports, Physical Education and

Recreation thru the Department of Service Physical Education Chairman to allow

the researcher to personally conduct his study (see Appendixes B and C) among

selected male and female Service Physical Education students who are officially

enrolled in Physical Education 4, A.Y. 2017-2018 second semester, At CSPEAR

Mindanao State University, Main-Campus.

Letter-request was given to the Physical Education 4 Instructors to allow

the researcher to personally conduct his study (see Appendix D).

Another letter-request was given to selected Physical Education 4

students as the respondent of this study (see Appendix E). The researcher will

approach the respondents to request their full cooperation in the conduct of the

questionnaire.

Statistical Treatment
 19

In this section the data that will be gathered will be treated statistically.

For the descriptive statistics, the measures of central tendencies using the

mean, frequency and percentage will be used. For the relationship: the Pearson r

will be used for numerical variables, 1-Way ANOVA for nominal versus numerical

variables, and Cramer’s V for nominal variables.

Profile of the Respondents

This section intends to provide answers of the problem’s question no. 1

regarding the demographics of the respondents “What is the profile of the

respondents in terms of the following: 1.1 Age, 1.2 Gender, 1.3 Religious

Affiliation, 1.4 Intrinsic Motives, and 1.5 Physical Activity Participation?” The

answers are presented in tabular form and arranged as stated in the statement of

the problem.

Table 1.1
Age’s Frequency and Percentage Distribution

Age (yrs) Frequency Percent

17-19 42 31.1
20-22 82 60.7
23-25 11 8.1
Total 135 100.0
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Table 1.2
Gender’s Frequency and Percentage Distribution

Gender Frequency Percent

Male 84 62.2
Female 51 37.8
Total 135 100.0

Table 1.3
Religious Affiliation’s Frequency and Percentage Distribution

Religious Affiliation Frequency Percent

Muslim 84 62.2
Non-Muslim 51 37.8
Total 135 100.0

Table 1.4
Intrinsic Motivation’s Frequency and Percentage Distribution

Intrinsic Motivation Magnitude Label Frequency Percent

<32 Very Low 1 .7
32-46 Low 0 0.0
47-61 Moderate 35 25.9
62-76 High 77 57.0
>76 Very High 22 16.3
Total 135 100.0

Table 1.5a
Frequency of Participation’s Frequency and Percentage Distribution

Frequency of Participation (/Wk) Frequency Percent

0-1 27 20.0
2-3 99 73.3
4-5 2 1.5
6-7 7 5.2
Total 135 100.0
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Table 1.5b
Duration of Participation’s Frequency and Percentage Distribution

Duration of Participation (hrs) Frequency Percent

,25-1.16 82 60.7
1.17-2.08 38 28.1
2.09-3 15 11.1
Total 135 100.0

Table 1.5c
Physical Activity Participation’s Frequency and Percentage Distribution

Physical Activity Participation Frequency Percent

Sports/Games 95 70.4
Dance 10 7.4
Fitness 11 8.1
Outdoor Rec 8 5.9
Household 11 8.1
Total 135 100.0

Correlation between Variables

There are three variables correlated in this study; the moderating

variables, the independent variable, and the dependent variables distained to

answer question nos. 2, 3, and 4 of the Statement of the Problem. The order of

the presentation of analysis and interpretation of the findings are patterned as

sequenced in the Statement of the Problem and are sectioned into three:

Correlation between Moderating and Independent Variables; Correlation

between Moderating and Dependent Variables; and Correlation between

Dependent and Independent Variables.

The established relationship existing between the correlated variables is

identified significant when the p value is equal to or lesser than the set level of
 22

significance (p ≤ 0.05) and not significant for p values greater than the set level of

significance (p > 0.05).

The relationship can be either linearly or inversely related; linearly related

when the r value sign is positive and inversely related if r value sign is negative.

Furthermore, the r value (whether positive or negative) also reveals the strength

of relationship existing between the correlated variables and enumerated as

follows:

Range r Descriptive Label

±0.80 to ±1.00 Very Strong
±0.60 to ±0.79 Strong
±0.40 to ±0.59 Moderate
±0.20 to ±0.39 Weak
±0.00 to 0.19 Very Weak

Correlation between Moderating and Independent Variables

This section seeks answers on question no. 2 of the statement of the

problem, “Is there a significant relationship between the moderating variable of

age, gender, and religious affiliation and the independent variable which is

intrinsic motives?” Likewise, it draws decision on the postulated null hypothesis

no. 1 (Ho1),”There is no significant relationship between age, gender, and

religious affiliation as the moderating variables and intrinsic motives as the

independent variable.”

The statistical operation’s results for the test of significant relationship

between the moderating and independent variables are displayed in Table 2.

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Table 2
Correlation between Moderating and Independent Variables

IV Intrinsic Motivation
MV p r Relationship
Age .206 .109 NS
Gender .165 -.120 NS
Religious Affiliation .495 .059 NS
NS. Correlation is not significant at the 0.05 level (2-tailed).

All the Moderating variables of Age, Gender, and Religious Affiliation are

not significantly (p > 0.05) related to the independent variable of Intrinsic

Motivation that declares for the acceptance of Ho1. The very weak correlations of

association between the compared variables are the very reason for the

relationships to be not significant at α=0.05.

Correlation between Moderating and Dependent Variables

This section ought to answer question no. 3 of the problem “Is there a

significant relationship between the moderating variables of age, gender, and

religious affiliation and the dependent variables of Frequency of Participation,

Duration of Participation, and Physical Activity Participated?” Besides, it is

bound to supply decision on the postulated null hypothesis no. 2 (Ho2),”There is

no significant relationship between Intrinsic motivation as the independent

variable and the Frequency of Participation, Duration of Participation, and

Physical Activity Participated as the dependent variables”. The results of the

statistical treatment of the paired variables are recorded in Table 3.

 24

Table 3

Correlation between Moderating and Dependent Variables

Dependent Variables
Frequency of Duration of Physical Activity
Moderating Variables Participation Participation Participated
Age r/F .106 .026 2.245
p .220 .761 .068
Gender r/V -.130 -.149 .279***
p .134 .084 .033
Religious r/V -.106 .029 .165
Affiliation p .221 .739 .451
***. Correlation is significant at the 0.05 level (2-tailed).
. Correlation is not significant at the 0.05 level (2-tailed).

As reflected in the Table 3, all the moderating variables; Age, Gender, and

Religious Affiliation are not significantly (p > 0.05) related to all dependent

variables of Frequency of Participation, Duration of Participation, and Physical

Activity Participated except for correlations Gender * Physical Activity

Participated (p=.033). For all correlations not significantly related, accept Ho2

but for significantly correlated variables, reject Ho1.

Gender inclines significant relationship to Physical Activity Participated.

Since the associated variables are both nominal, the statistical tool used was X2

first then Cramer’s V second. The interpretation of the finding is Females are

related to Dance, Outdoor Recreation, and Household; while Males are related to

Sports/Games and Fitness (refer to Appendix F).

 25

Correlation between Independent and Dependent Variables

This section seeks out answer on question no. 4 of the problem “Is there a

significant relationship between intrinsic motives as the independent variable and

physical activity participation as the dependent variable?” and later provides

decision on the postulated null hypothesis no. 3 (Ho3),”There is no significant

relationship between intrinsic motives as the independent variable and physical

activity participation as the dependent variable.”. The results of the statistical

tasks are tabulated in Table 4.

Table 4
Correlation between Independent and Dependent Variables

IV Intrinsic Motivation
DV p r/F Relationship
Frequency of Participation .106 .140 NS
Duration of Participation .186 .115 NS
Physical Activity Participated .974 .124 NS
NS. Correlation is not significant at the 0.05 level (2-tailed).

All the dependent variables of Frequency of Participation, Duration of

Participation, and Physical Activity Participated are not significantly (p > 0.05)

related to Intrinsic Motivation that moves for the acceptance of Ho3 stated: ”There

is no significant relationship between intrinsic motives as the independent

variable and physical activity participation as the dependent variable.” This is due
 26

to the very weak strength of correlation established between the correlated

variables not to qualify at significance level 0.05.

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 29

Appendix A
RESEARCH QUESTIONNAIRE

Part I. Demographic Profile

Procedure: Please fill in the blanks or put a check mark (/) on the parenthesis
provided for your answer.

Name: (Optional) ________________________________________________

Age: _____

Gender: ( ) Male ( ) Female

Religious affiliation: ( ) Muslim ( ) Non-Muslim

Part II. Physical Activity Participation

1. Frequency participation in physical activities

( ) Once a week
( ) 2x a week
( ) 3x a week
( ) 4x a week
( ) 5x a week
( ) 6x a week
( ) Daily
2. Length of time of participation in physical activity per week: _________
3. Types of Physical Activity participated
( ) Sports/Game Activities
( ) Dance
 30

( ) Fitness
( ) Outdoor Recreation (Fishing, Walking, Climbing)
( ) Household Activity

Reference: Mahinay, Lean C., “Physical Activity in Relation to Attitude

towards Physical Activity Participation among Selected Students of MSU-
ISED and MSU-ILS” AY 2013-2014. Unpublished Thesis, Marawi City:
Mindanao State University.

Part III. Intrinsic Motivation Inventory (IMI)

Statements Very Somewhat Neutral Somewhat Very

Untrue Untrue True True
1. I enjoyed doing this
activity very much.
2. This activity was fun
to do.
3. I thought this activity
was a boring
activity.
4. This activity did not
hold my attention at
all.
5. I would describe this
activity as very
interesting.
6. I thought this activity
was quite enjoyable.
7. While I was doing
this activity, I was
thinking about how
much I enjoyed it.
8. I think I am pretty
good at this activity.
9. I think I did pretty
well at this activity,
compared to other
students.
10. After working at this
activity for a while, I
felt pretty
competent.
11. I am satisfied with
my performance at
 31

this task.
12. I was pretty skilled
at this activity.
13. This was an activity
that I could do very
well.
14. I put a lot of effort
into this activity.
15. I didn’t try very hard
to do well at this
activity.
Statements Very Somewhat neutral Somewhat Very
Untrue Untrue True True
16. I tried very hard on
this activity.
17. It was important to
me to do well at this
task.
18. I didn’t put much
energy into this
activity.

Scoring and Interpretation:

For positive questions, the 5 possible responses to each inventory item

are as follows: Very Untrue, Somewhat Untrue, Neutral, Somewhat True, and

Very True. Each responses are given with a corresponding score; 1 (Very

Untrue), 2 (Somewhat Untrue), 3 (Neutral), 4 (Somewhat True), 5 (Very True). A

high sore will indicate a favorable intrinsic motives to physical activity

participation. However, for the negative questions, the scoring is reversed: 5

(Very Untrue), 4 (Somewhat Untrue), 3 (Neutral), 2 (Somewhat True), 1 (Very

True). The following are the negative questions: 3, 4, 6, 9, 15, 18, the positive

questions are: 1, 2, 5, 7, 8, 10, 11, 12, 13, 14, 16, and 17.
 32

Rating Scale

Intrinsic Motivation Scale Magnitude Label

>76 (77-91) Very High
62-76 High
47-61 Moderate
32-46 Low
<32 (17-31) Very Low

Reference: hhtp://selfdeterminationtheory.org/intrinsic-motivationinventory/

Appendix B
LETTER-REQUEST TO THE DEAN
Republic of the Philippines
MINDANAO STATE UNIVERSITY
Marawi City

COLLEGE OF SPORTS, PHYSICAL EDUCATION AND RECREATION

April 23, 2018

Professor Nenita P. Samong
College Dean
CSPEAR

Dear Prof. Samong:

Greetings of Peace and Solidarity!
The undersigned is a 4th year BS Physical Education student of Mindanao
State University undertaking a research entitled “Intrinsic Motives in Relation
to Physical Activity Participation among selected Physical Education 4
 33

(Soccer) Students” as a partial fulfillment of the requirements in SPEAR 199

(Undergraduate Thesis) leading to the degree of Bachelor of Science in Physical
Education.

In view of this, the researcher would like to ask permission from your good
office to conduct the study among selected Physical Education 4 (soccer)
students as the respondents of this study.

Rest assured that all the data gathered will be kept with utmost
confidentially. Hoping for your favorable approval to this matter.

Thank you and God Bless.

Very truly yours,

JOMARIE R. TECSON
Researcher
NOTED:

PROF. ATREJU MIKHAIL SAM GALLARDO

Thesis Adviser

Appendix C
LETTER-REQUEST TO THE CHAIRMAN OF THE DEPARTMENT OF
SERVICE PHYSICAL EDUCATION
Republic of the Philippines
MINDANAO STATE UNIVERSITY
Marawi City

COLLEGE OF SPORTS, PHYSICAL EDUCATION AND RECREATION

April 23, 2018

Prof. Roland J. Guadalupe
Chairman, Department of SPE

Dear Sir:
Greetings of Peace and Solidarity!
The undersigned is a 4th year BS Physical Education student of Mindanao
State University undertaking a research entitled “Intrinsic Motives in Relation
to Physical Activity Participation among selected Physical Education 4
(Soccer) Students” as a partial fulfillment of the requirements in SPEAR 199
 34

(Undergraduate Thesis) leading to the degree of Bachelor of Science in Physical

Education.

In view of this, the researcher would like to ask permission from your good
office to conduct the study among selected Physical Education 4 (soccer)
students as the respondents of this study.

Rest assured that all the data gathered will be kept with utmost
confidentially. Hoping for your favorable approval to this matter.

Thank you and God Bless.

Very truly yours,

JOMARIE R. TECSON
Researcher
NOTED:

PROF. ATREJU MIKHAIL SAM GALLARDO

Thesis Adviser

Appendix D
LETTER-REQUEST TO THE RESPONDENTS

Republic of the Philippines

MINDANAO STATE UNIVERSITY
Marawi City

COLLEGE OF SPORTS, PHYSICAL EDUCATION AND RECREATION

April 23, 2018

Dear Respondents,
Greetings of Peace and Solidarity!

The undersigned is a 4th year BS Physical Education student of Mindanao

State University undertaking a research entitled “Intrinsic Motives in Relation
to Physical Activity Participation among selected Physical Education 4
(Soccer) Students” as a partial fulfillment of the requirements in SPEAR 199
(Undergraduate Thesis) leading to the degree of Bachelor of Science in Physical
Education.
 35

In connection, you are chosen as a respondent of this study, thus the

researcher would like to ask your support by answering the attached
questionnaire. Your prompt honest responses will greatly enhance the success of
this study.
Rest assured that all the data gathered will be kept with utmost
confidentially. Hoping for your favorable approval to this matter.

Thank you and God Bless.

Very truly yours,

JOMARIE R. TECSON
Researcher

NOTED:

PROF. ATREJU MIKHAIL SAM GALLARDO

Thesis Adviser

Appendix E
LETTER-REQUEST TO THE INSTRUCTOR

Republic of the Philippines

MINDANAO STATE UNIVERSITY
Marawi City

COLLEGE OF SPORTS, PHYSICAL EDUCATION AND RECREATION

April 23, 2018

Dear Instructors:
Greetings of Peace and Solidarity!

The undersigned is a 4th year BS Physical Education student of Mindanao

State University undertaking a research entitled “Intrinsic Motives in Relation
to Physical Activity Participation among selected Physical Education 4
(Soccer) Students” as a partial fulfillment of the requirements in SPEAR 199
(Undergraduate Thesis) leading to the degree of Bachelor of Science in Physical
Education.
 36

In view of this, the researcher would like to ask permission from your class
to conduct the study among selected Physical Education 4 (soccer) students as
the respondents of this study.

Rest assured that all the data gathered will be kept with utmost
confidentially. Hoping for your favorable approval to this matter.

Thank you and God Bless.

Very truly yours,

JOMARIE R. TECSON
Researcher
NOTED:

PROF. ATREJU MIKHAIL SAM GALLARDO

Thesis Adviser

Appendix F
Gender * Physical Activity Participation Crosstabulation

Physical Activity Participation

Sports/ Dance Fitness Outdoor Household Total
Gender Games Recreation
Count 30 5 3 5 8 51
Female % w/in 58.8% 9.8% 5.9% 9.8% 15.7% 100%
Gender
Count 65 5 8 3 3 84
Male % w/in 77.4% 6.0% 9.5% 3.6% 3.6% 100%
Gender
Count 95 10 11 8 11 135
Total % w/in 70.4% 7.4% 8.1% 5.9% 8.1% 100%
Gender
37