A classification of motivation and behavior change techniques used in self-determination theory-based interventions in health contexts.

Teixeira, Pedro J.; Marques, Marta M.; Silva, Marlene N.; Brunet, Jennifer; Duda, Joan L.; Haerens, Leen; Guardia, Jennifer G. La; Lindwall, Magnus; Lonsdale, Chris; Markland, David; Michie, Susan; Moller, Arlen C.; Ntoumanis, Nikos; Patrick, Heather; Reeve, Johnmarshall; Ryan, Richard M.; Sebire, Simon J; Standage, Martyn; Vansteenkiste, Maarten; Weinstein, Netta; Weman-Josefsson, Karin; Williams, Geoffrey; Hagger, Martin S.

doi:10.1037/mot0000172

Cited by 277 publications

(255 citation statements)

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“…This illustrates one of the additional, often overlooked, advantages of the TCM which is that it provides multiple potential targets for interventions across contexts. For example, significant others like parents and peers may provide support for students’ autonomy toward PA in a leisure‐time context, and interventions using autonomy support in these groups may be additional means to promote autonomous motivation and intentions toward PA (Teixeira et al., 2020).…”

Section: Discussionmentioning

confidence: 99%

Predicting change in middle school students’ leisure‐time physical activity participation: A prospective test of the trans‐contextual model

Polet

Lintunen

Schneider

et al. 2020

J Applied Social Pyschol

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We applied the trans‐contextual model (TCM) to examine the effects of middle school students’ perceived autonomy support from their physical education (PE) teachers on autonomous motivation toward PE in school and, critically, autonomous motivation toward, and actual participation in, leisure‐time physical activity (PA). The research adopted a three‐wave prospective design enabling the modeling of change in the TCM constructs over time. Middle school students (N = 248) aged from 12 to 16 years reported their perceived autonomy support, autonomous motivation in PE, autonomous motivation toward leisure‐time PA, attitudes, subjective norms, perceived behavioral control (PBC), intentions for PA in leisure‐time, and leisure‐time PA participation. The psychological constructs and leisure‐time PA were measured at baseline (T0) and at a first follow‐up occasion (T1) 5 weeks later. Another measure of PA was taken at a second follow‐up occasion (T2) a further 5 weeks later. A single‐indicator structural equation model using residualized change scores revealed that perceived autonomy support predicted autonomous motivation in PE (β = .345), and autonomous motivation in PE predicted autonomous motivation for leisure‐time PA (β = .484). Autonomous motivation toward leisure‐time PA predicted attitudes (β = .425), subjective norms (β = .264), and PBC (β = .517). Autonomous motivation toward leisure‐time PA (β = .376), attitude (β = .231), and subjective norms (β = .185) predicted intentions toward leisure‐time PA, and intentions predicted PA (β = .198). Findings extend research on the TCM by demonstrating its efficacy in predicting change in middle school students’ autonomous motivation across PE and leisure‐time contexts, and accounting for change in intentions toward, and actual participation in, leisure‐time PA.

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Section: Discussionmentioning

confidence: 99%

Predicting change in middle school students’ leisure‐time physical activity participation: A prospective test of the trans‐contextual model

Polet

Lintunen

Schneider

et al. 2020

J Applied Social Pyschol

Self Cite

View full text Add to dashboard Cite

show abstract

“…This illustrates one of the additional, often overlooked, advantages of the TCM which is that it provides multiple potential targets for interventions across contexts. For example, significant others like parents and peers may provide support for students' autonomy toward PA in a leisure-time context, and interventions using autonomy support in these groups may be additional means to promote autonomous motivation and intentions toward PA (Teixeira et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

Predicting Change in Middle School Students’ Leisure-Time Physical Activity Participation: A Prospective Test of the Trans-Contextual Model

Polet¹,

Lintunen²,

Schneider³

et al. 2020

Preprint

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We applied the trans-contextual model (TCM) to examine effects of middle school students’ perceived autonomy support from their physical education (PE) teachers on autonomous motivation toward PE in school and, critically, autonomous motivation toward, and actual participation in, leisure-time physical activity (PA). The research adopted a three-wave prospective design enabling the modeling of change in the TCM constructs over time. Middle school students (N=248) aged 12 to 16 years reported their perceived autonomy support, autonomous motivation in PE, autonomous motivation toward leisure-time PA, attitudes, subjective norms, perceived behavioral control (PBC), intentions for PA in leisure-time, and leisure-time PA participation. The psychological constructs and leisure-time PA were measured at baseline (T0) and at a first follow-up occasion (T1) 5 weeks later. Another measure of PA was taken at a second follow-up occasion (T2) a further 5 weeks later. A single-indicator structural equation model using residualized change scores revealed that perceived autonomy support predicted autonomous motivation in PE (β=.345), and autonomous motivation in PE predicted autonomous motivation for leisure-time PA (β=.484). Autonomous motivation towards leisure-time PA predicted attitudes (β=.425), subjective norms (β=.264), and PBC (β=.517). Autonomous motivation towards leisure-time PA (β=.376), attitude (β=.231), and subjective norms (β=.185) predicted intentions toward leisure-time PA, and intentions predicted PA (β=.198). Findings extend research on the TCM by demonstrating its efficacy in predicting change in middle school students’ autonomous motivation across PE and leisure time contexts, and accounting for change in intentions toward, and actual participation in, leisure-time PA.

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“…Next, we developed a list of training activities and delivery techniques considered effective and relevant to the proposed intervention. We also conducted a mapping exercise guided by a recent study outlining self-determination theory techniques and constructs [23] to ensure that the training activities and delivery techniques precisely matched the theory-based motivational determinants (e.g., autonomous motivation, psychological need satisfaction) targeted in the intervention.…”

Section: Methodsmentioning

confidence: 99%

“…In educational contexts, therefore, teachers can take the lead role in fostering autonomous motivation toward learning activities in the classroom by adopting autonomy supportive behaviours. Autonomy support focuses on style and delivery of lesson content rather than the content itself [23]. Interventions that have adopted autonomy support techniques and interactive styles have been found to be effective in multiple contexts in producing positive motivational and behavioural outcomes.…”

Section: Introductionmentioning

confidence: 99%

Using physical education to promote out-of school physical activity in lower secondary school students – a randomized controlled trial protocol

et al. 2019

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BackgroundGiven the documented decline in levels of physical activity in early adolescence, promoting physical activity in young people is a priority for health promotion. School physical education (PE) is an important existing network in which participation in physical activity beyond school can be promoted to the captive young people. The objective of current article is to present the protocol for a PE teacher-delivered theory-based trial to promote secondary school students’ participation in physical activity out-of-school contexts. The intervention will be guided by the trans-contextual model explaining the processes by which PE teachers’ support for autonomous motivation in the classroom promotes students’ motivation to engage in out-of-school physical activity. We hypothesize that school students receiving the teacher-delivered intervention to promote autonomous motivation toward physical activity will exhibit greater participation in physical activities outside of school, relative to students receiving a control intervention.MethodsThe trial will adopt a waitlist-control design with cluster-randomization by school. PE teachers assigned to the intervention condition will receive a two-week, 12-h training program comprising basic information on how to promote out-of-school physical activity and theory-based training on strategies to promote students’ autonomous motivation toward physical activity. Teachers assigned to the waitlist control condition will receive an alternative training on how to monitor physical functional capacity in children with special needs. PE teachers (n = 29) from eleven schools will apply the intervention program to students (n = 502) in PE classes for one month. Physical activity participation, the primary outcome variable, and psychological mediators from the trans-contextual model will be measured at pre-trial, post-trial, and at one-, three- and six-months post-trial. We will also assess teachers’ autonomy-supportive techniques and behaviours by observation.DiscussionThe study will make a unique contribution to the literature by testing a theory-based intervention delivered by PE teachers to promote school students’ participation in out-of-school physical activity. Information will be useful for educators, community stakeholders and policy makers interested in developing programs to promote students’ out-of-school physical activity.Trial registrationISRCTN39374060. Registered 19.7.2018.Electronic supplementary materialThe online version of this article (10.1186/s12889-019-6478-x) contains supplementary material, which is available to authorized users.

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A classification of motivation and behavior change techniques used in self-determination theory-based interventions in health contexts.

Abstract: Classification of techniques used in self-determination theory-based interventions in health contexts: An expert consensus study. Motivation Science.

Cited by 277 publications

References 91 publications

Predicting change in middle school students’ leisure‐time physical activity participation: A prospective test of the trans‐contextual model

Predicting change in middle school students’ leisure‐time physical activity participation: A prospective test of the trans‐contextual model

Predicting Change in Middle School Students’ Leisure-Time Physical Activity Participation: A Prospective Test of the Trans-Contextual Model

Using physical education to promote out-of school physical activity in lower secondary school students – a randomized controlled trial protocol

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