Detrimental Effect of Perceived Controlling Behavior from Physical Education Teachers on Students’ Leisure-Time Physical Activity Intentions and Behavior: An Application of the Trans-Contextual Model

Abstract

In the present study, a trans-contextual model was applied to examine the relations between students’ perceptions of controlling behavior from teachers, frustration over their basic psychological needs, autonomous motivation toward physical activity in a physical education context, autonomous motivation toward physical activity in an out-of-school context, beliefs and intentions toward future physical activity, and actual participation in physical activity outside of school. We adopted a three-wave prospective study design in which 234 students aged 11–19 years first completed measures of perceived controlling behavior from teachers, frustration over their basic psychological needs, and autonomous motivation toward physical activity in physical education. One week later, their autonomous motivation, beliefs, and intentions toward physical activity outside of school were measured. Students’ self-reported engagement in physical activity outside of school was assessed another five weeks later. Results of the path analysis revealed a significant and negative indirect effect of perceived controlling behavior from physical education teachers on students’ intention toward physical activity outside of school via the proposed motivational sequence of the trans-contextual model. There was also a significant and negative indirect effect of perceived controlling behavior from physical education teachers on students’ self-reported engagement in physical activity outside of school, mediated by the frustration over their need for competence in physical education. Findings emphasize the importance of decreasing controlling behaviors from teachers in a physical education context so as not to inhibit students’ physical activity behavior in an out-of-school context.

Predictive Model for Amotivation and Discipline in Physical Education Students Based on Teaching–Learning Styles

“…Along the same lines, Koka et al [94] demonstrated, through a model of structural equations, that the perception of controlling behaviours by the students negatively affected the amount of physical activity carried out in leisure time. More recently [95], they demonstrated a negative relationship between controlling behaviours by PE teacher with the intention and participation of the student to carry out physical activity outside of school.…”

The German Multi-Dimensional Perceived Autonomy Support Scale for Physical Education: Adaption and Validation in a Sample of Lower Track Secondary School Students

“…The non-significant Little's [48] test indicated that the data were missing completely at random (χ2 = 990.631, df = 950, p = 0.175). Since missing values inhibit structural equation modelling based on maximum likelihood estimation with 5000 bootstrap samples, which would be used later in the statistical analysis in AMOS, missing values had to be replaced [49][50][51]. Therefore, the Expectation Maximization algorithm was used to impute missings.…”

Cómo motivar en educación física : Aplicaciones prácticas para el profesorado desde la evidencia científica

“…Además de confirmar la secuencia teórica por la cual se dan los procesos motivacionales en el MTC, también se han llevado a cabo estudios que han apoyado los postulados del modelo por medio de intervenciones en Educación Física tanto a nivel internacional (p. ej., en la etapa de primaria, Mavropoulou et al, 2019; y en la etapa de secundaria, Koka et al, 2020;Lee et al, 2021;Polet et al, 2019Polet et al, , 2020Polet et al, , 2021Schneider et al, 2020) como a nivel nacional (p. ej., en la etapa de primaria, González-Cutre, Ferriz, Beltrán-Carrillo, Andrés-Fabra et al, 2014).…”

“…Al igual que ha sucedido con la teoría de la autodeterminación, la mayoría de la evidencia del MTC nos ha permitido conocer "el lado claro o bueno del modelo" o lo que la evidencia "recomienda hacer". En este sentido, los últimos estudios del MTC también han revelado que si nuestros estudiantes perciben que guiamos nuestra intervención docente por el camino del "lado oscuro o negativo" (adoptar un estilo controlador → frustrar las necesidades psicológicas básicas → motivación controlada) no contribuiremos a que realicen actividad física en su tiempo de ocio (Kalajas-Tilga et al, en prensa;Koka et al, 2020). Un estudio reciente aporta evidencia en este sentido, alertándonos de que el profesorado de Educación Física tiene que llevar especial atención para no frustrar la necesidad de competencia entre su alumnado, ya que esta es un predictor negativo directo de la actividad física en el ocio (Koka et al, 2020).…”