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Research suggests that physical education (PE) teachers can play a crucial role in the promotion of students’ physical activity. Grounded in Self-Determination Theory, this study investigated how students’ perceptions of PE teachers (de-)motivating style relate to students’ device-based physical activity levels during PE. Moreover, it was examined whether students’ motivation plays an intervening role in this relation and whether students’ physical activity differs according to their gender and lesson topic. A sample of 302 secondary school students aged between 11 and 16 years (M = 13.05, SD = 1.04) completed a questionnaire assessing their perceptions of teachers’ (de-)motivating style and their personal motivation toward PE. Students also wore ActiGraph GT3X accelerometers during the PE lesson. Multilevel structural equation modeling revealed that the teachers’ motivating style had a significant positive relation with students’ autonomous motivation, both at the student level and the class level, and teachers’ controlling style had a significant positive relation with students’ controlled motivation and amotivation at both levels. However, in terms of students’ physical activity levels, students’ gender, the lesson topic, and teachers’ controlling style seemed to be more decisive than students’ motivation and teachers’ motivating style.

A considerable amount of research based on self-determination theory has provided evidence for the pivotal role of the coaches’ motivating style in predicting sports club members’ motivation to participate in organized sports. This study also investigated the importance of the sports club leaders’ motivating style for members’ motivation. Specifically, it focused on the relation between the leaders’ motivating style and members’ motivation via the coaches’ motivating style (i.e., trickle-down effect), hereby relying on the perceptions of sports club members (N = 210). Results pointed to the existence of a trickle-down effect, showing that the leaders’ motivating style was reflected in the coaches’ motivating style, which in turn related positively to members’ autonomous motivation and negatively to members’ amotivation. This study provides a proof of principle of the trickle-down effect in sports clubs, urging researchers to further explore this effect in the sports context.

All‐volunteer nonprofit organizations rely solely on the commitment of volunteers to support their operations. As such, it is important that leaders of these organizations, even though they are volunteers themselves, rely on professional skills in order to optimize their organization's volunteers capacity. In the present study, we investigated how volunteer leaders' reliance on effective management processes and a (de)motivating leadership style related to volunteers capacity. To this end, we relied on the Competing Values Framework (CVF) and Self‐Determination Theory (SDT), respectively. Results revealed a positive (unique) association between (the sum score of) the management processes of the CVF models, as well as (the sum score of) the motivating leadership styles and volunteers capacity. Bivariate analyses indicated that the management processes of each CVF model (i.e., human relations model, internal process model, open system model, and rational goal model) and each motivating leadership style (i.e., an autonomy‐supportive and a structuring leadership style) related positively to volunteers capacity. These findings have important practical implications as they revealed that it is crucial for volunteer leaders to implement effective management processes, while adopting a motivating leadership style.

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