Associations between Perceived Teacher Autonomy Support, Self-Determined Motivation, Physical Activity Habits and Non-Participation in Physical Education in a Sample of Lithuanian Adolescents

Abstract

In this cross-sectional study, we tested the associations between teacher autonomy support, self-determined motivation for physical education (PE), physical activity habits and non-participation in physical education in a sample of adolescents. A total of 715 adolescents (of whom 371 (51.89%) were girls) participated. The ages ranged from 14 to 18 years, with mean ages of 16.00 (SD = 0.79) for girls and 15.99 (SD = 0.75) for boys. The study questionnaire consisted of demographic questions and the Learning Climate Questionnaire, Revised Perceived Locus of Causality in Physical Education Questionnaire, Behavioural Regulation in Exercise Questionnaire 2, Self-Report Habit Index for Physical Activity, Godin Leisure-Time Exercise Questionnaire, Rosenberg Self-Esteem Scale, perceived physical fitness and frequency of non-participation in PE classes. The results showed that perceived teacher autonomy support was directly positively associated with physical activity habits and negatively with non-participation in physical education classes. Autonomous motivation for PE was a mediator between perceived teacher autonomy support and physical activity habits, meaning that higher autonomous motivation was related to higher physical activity habits. Motivation for PE was also a mediator between teacher autonomy support and non-participation in PE. Higher autonomous motivation for PE was associated with less frequent non-participation in PE classes. The findings can inform PE teachers’ practice by showing that supporting students’ autonomy and strengthening their self-determined motivation can facilitate increased participation in PE classes and the formation of students’ physical activity habits.

Association between Motivation in Physical Education and Positive Body Image: Mediating and Moderating Effects of Physical Activity Habits

“…A higher score on the scale represents a higher perception of the autonomy-supported classroom environment. The adequate psychometric properties of the Lithuanian version of the questionnaire were previously confirmed [68]. There was high internal consistency in the current sample (α = 0.96).…”

“…A higher score indicates a higher level of autonomous motivation for PE classes [70]. The Lithuanian version of the questionnaire demonstrated acceptable psychometric properties [68].…”

The Relationship between Live Sports Learning and Exercise Behavior in College Students: A Serial Mediation Model

“…Studies consistently indicate that exercise motivation serves as a predictor of exercise behavior [34][35][36]. Some scholars have identified exercise motivation as a mediating variable, confirming its ability to improve exercise behavior [27,37]. Therefore, exercise motivation has a mediating role, and it can be inferred that live sports learning can stimulate college students' exercise motivation and promote their exercise behavior.…”

<p>Support for autonomy and fear of failure in Physical Education lessons. Differences between “gender and physical extracurricular sports _{[Apoyo a la autonomía y miedo al fallo en las clases de Educación Física: diferencias en función del género y la práctica deportiva extraescolar]}</p>

“…En este sentido, la conexión entre el apoyo a la autonomía y los niveles de actividad física (AF) es esencial para que los estudiantes se diviertan en las clases de EF (Baños et al, 2020). Es por ello por lo que un planteamiento efectivo para promover un estilo de vida saludable y fomentar la AF a largo plazo en adolescentes con bajos niveles de AF, podría ser brindarles un apoyo más enfocado a su autonomía a través de programas de intervención (Jankauskiene et al, 2022). Además, resulta de gran importancia considerar el comportamiento y el estilo motivacional del docente en las clases de EF, ya que tiene una influencia considerable en los adolescentes en relación con la adquisición y el mantenimiento de un estilo de vida activo en la vida adulta (Trigueros-Ramos et al, 2019).…”