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How can perceived autonomy support influence enrollment in elective physical education? A prospective study
1Division of Kinesiology Health, and Sport Study at Wayne State University, Detroit, MI 48202, USA. boshen@wayne.edu
Research Quarterly for Exercise and Sport
|January 28, 2011
Summary
Supporting student autonomy in physical education classes encourages enrollment in elective courses. This approach may boost future physical activity engagement among adolescents.
Area of Science:
- Sports Science
- Educational Psychology
Background:
- Student engagement in physical education is crucial for lifelong physical activity.
- Understanding factors influencing elective physical education enrollment is important for curriculum development.
Purpose of the Study:
- To examine how perceived teacher autonomy support in mandatory physical education influences students' intention and enrollment in elective physical education.
- To test the mediating roles of attitudes and intentions within the Theory of Planned Behavior framework.
Main Methods:
- Prospective study involving 545 ninth-grade students from three suburban high schools.
- Structural equation modeling was used to test hypothesized models based on the Theory of Planned Behavior.
Main Results:
- Perceived teacher autonomy support significantly predicted students' attitudes and intentions towards elective physical education.
- Autonomy support indirectly influenced elective physical education enrollment through attitudes and intentions.
Conclusions:
- Fostering autonomy support in mandatory physical education is a promising strategy to increase elective course enrollment.
- Enhancing student autonomy may positively impact long-term physical activity participation.
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